Ho 



Hollinger Corp. 
pH8.5 



?ULLETIN ^ THE UNIVERSITY OF KANSAS 



Vol. 23 



January 1, 1922 



No.l 



SCHOOL SURVEY of 
LAWRENCE, KANSAS 




UNIVERSITY EXTENSION DIVISION 
THE UNIVERSITY OF KANSAS 



2-7 2 5- / 



LAWRENCE, KANSAS 



Puhluiwd semi-monthly from January to June and monthly from July 
to December, iyiclu^ive, by the University of Kansas 



PRINTED BY KANSAS STATE PRINTING PLANT 

B. P. WALKER, STATE PRINTER 

TOPEKA 1922 

9-4212 



Entered as second-class matter December 29. 1910,^ at the post office at Lawrence, Kan., under 



IWlWflTwSj 



Report of a Svkvey of Certaix Features of the School 
System of Lawrence, Kansas. 



Conducted Under the Direction of 
The Bureat- of School Service, School of Edication, 
University of Kansas. 



Authorized by the Board of Education, City of Lawrence 
October 11, 1920. Completed January 3, 1921. 



LIBRARY OF CONGRESS 

-^CSIVED 

N0V231922 



C3 The School Survey of Lawrence, Kansas. 

k3 ■ 

^ INTRODUCTON. 

At the regular meeting of the board of education of the city of Lawrence, 
Kansas, held October 11, 1920, the bureau of school service of the University 
of Kansas was invited by the board of education to make whatever school 
survey seemed necessary in order to advise that Board what sort of a new high 
school must be constructed to serve the needs of the city of Lawrence. The 
bureau undertook this jiroblem by making a careful inquiry: f.rst, to determine 
the kind of high-school curriculum or curricidurns that are needed in order to 
provide adequately for secondary education in a social community such as 
Lawrence, recognizing that the specifically educational factors must receive 
first consideration because of the impossibility of reaching a correct or safe 
decision on the kind of physical plant needed in any community unless it is 
understood at the start what uses it must serve and how extensive each use 
will be; secondly, to determine what kind of a school building program such 
a curricidum or curricidunis ivill demand, holding the viewpoint that there are 
but few features of the high-school building that ought to be determined inde- 
pendently of what the remainder of the system pro\ides or is likely to provide ; 
thirdly, to determine what is the ability of Lawrence to pay for such a school 
building program and the most approved method of doing it? 

The regular staff in the school of education of the University was sup- 
plemented by the services of E. E. Lewis, superintendent of schools of Rock- 
ford, 111., for making the study of the proposed building program as reported in 
section II. Supt. H. P. Smith, of Lawrence, who is also a member of the 
faculty of education at the University, took an active part in the making of 
this survey. Principal F. H. Olney, of the Lawrence high school, gave con- 
siderable time and assistance in gathering information from the high-school 
records. Some ad^'anced students in education assisted members of the faculty 
in scoring school buildings and in gathering information regarding the school 
pupils. 

The scope of this survey, as is indicated in the first paragraph above, con- 
fines itself to the featiu-es named and does not attempt to investigate other 
features of the school system excepting as they arc- interrelated with the 
features selected for investigation. 

While the biueaii of school service of the Uni\ersit>' accepts the responsi- 
bility for the survey report as a whole, section I is principally the work of 
F. P. OBrien, the director of that bureau, as was also the organizing and 
imifj'ing of the report as a whole; the outlining of the high-school curriculum 
is the work of W. R. Smith, professor of educational sociology, of the Uni- 
versity of Kansas; section II is iirincipally the work of Supt. E. E. Lewis; 
section III was reported by Supt. H. P. Smith. Each of these parts has been 
the subject of conference and discussion and each has the general sanction of 
the committee making the survey. 

(3) 



4 University of Kansas. 

Thin survet/ authorized by the Laivreitce board of education is a practical 
and business-like method of Iiaudling a very important and specialized prob- 
lem that confronted them. They displayed superior business sagacity in not 
assuming that they required no special assistance in reaching a decision of. 
such concern to the whole community. School officials are coming to realize 
that irreparable mistakes of many sorts may be avoided by seeking the best 
of scientific advice regarding buildings, sites, equipment, curricula and sucii 
highly-specialized problems as are outside the usual realm of the layman 
elected to legislate in matters of school policy. Such legislation by a school 
hoard cannot be wisely directed nor convincingly defended unless the hoard is 
fully provided with the essential facts in the matter. 

Immediately upon the completion of this report the board of education oi 
Lawrence considered it carefully, and then undertook to present the facts and 
findings to the people of the cit3\ It was essentially a program of communit\ 
education. Meetings for explanation and discussion of this report were held 
in schools, churches, and clubs. Charts, pictures and diagrams were employ(Ml 
in presenting the facts more clearly. The local press was kept supplied with 
articles of an educative and informati\e nature. ''A Catechism of the Bond 
Issue Proposed,'" in the form of a jtrinted folder, was distributed by the school 
pupils, as was other printed literature of tliis .-^ort. to answer the questions th;it 
were more frequently raised. 

In the work of reaching the public and making it conscious of the school 
needs of Lawrence, the board found ready assistance. The way in which the 
city Chamber of Commerce, the Rotary, Kiwanis and Parent-Teacher clubs 
and other civic-spirited organizations united their efforts to support the board, 
of education in carrying out the first item of the building program recom- 
mended in this survey ivas an inspiring exhibition of fine teamwork, as tvell o- 
an active expression of responsive and responsible citizenship. The program of 
community education continued from January to April. 

On April 5 the citizens of Lawrence went to the polls at an election for the 
purpose and by a three to one vote authorized the issuance of bonds to the 
limit of the city's bonding capacity ($495,000) for a new senior high-school 
building as recommended in this report. The voice of the people as expressed 
at the polls seemed to say that Lawrence could, afford to make but one de- 
cision. An expert school architect was employed and directed to take his 
guidance from this svu'vey report. Later the contracts were awarded and th( 
actual work of building was started on December 26 of the same year. 

The board of education also took official steps to have some of the worst 
features of the older school buildings, as disclosed in chapter IV of this rejiort. 
improved without delay. 

There is a splendid lesson of practical and successful lU'ocedure for am- 
iiumicipality in the way that Lawrence secured such emphatic authorization to 
l>rovide better high-school opportunities for its boys and girls. 

F. P. OBrien, Director, 
Bureau of School Service and Researi-h. 
December 30. 1921. University of Kansas. 



Table of Contents. 



SECTION 1. 

The Clkku'I llm Needs for Secondaky Euication in IvAwhence. 
( ' 11 APTER I. — The City of Lawrence and its High School 7 

The City o*' Lawrence as a Social Community — The High School Population o! 
Lawrence — The High School Courses of Study — The High School Graduates- - 
The Nongraduates and High School Failures — The Failures by School Subjcrfs 
Summary of Chapter L" 

Chapter II. — The Present High School and its Lack of Adequate Provi- 
sions 1" 

The Senior High School Building — The Classrooms — -Democracy's High School 
Must Provide More Than Classrooms — Definite Objectives That Mark the Goal 
of Secondary Education — Health — Provisions for Physical Education — The 
School Library — A School Assembly Room — Music and Fine Arts — School Club 
and Society Rooms Needed — The Administrative Office — Science Laboratories — 
School Lunch Room — Girls' Rest Room and Nurse's Office — Teachers' Rooms — 
Toilet Rooms — Shops and Manual Training Facilities — Facilities for Business 
Kducation— The Junior H gh School Building— High School Unity — The Higli 
.School Records — Summary of Chapter H. 

Chapter Ill.^Some Facts of Social Significance Relative to the High 

School Population 3o 

The Father's Occupation — -The Mother's Work Outside of the Home — The Pupils' 
Choice of Life Work — The Elementary Pupils Plan to Enter High School — D s- 
tribution by Place of Birth — Brothers and Sisters in School — .Schooling of Older 
Brothers and Sisters — Occupations of Older Brothers and Sisters The School 
Contacts with Home Environment — Summary of Chapter IlL 

( 'h APTER IV. — School Provisions to Fit the Pupils' Needs 41 

Condensed Statement of the Situation — Illustrations of Some Actual Conditions — 
The Responsibility of the Board — .Summary of Chapter IV. 

( 'm APTER V. — Courses of Study for Junior and Senior High School 47 

The Trend of Present Day High .School Curricula — The Aims to Be Souglit- 
Their Implication for Elementary and High School Curricula — A Tentative Junior 
and Senior Hign School Program — Analysis of the Junior High School Course — 
Social, Civic and Vocational Training in Senior High School — Specialized Senior 
High School Courses — The Content of Courses Proposed. 

SECTION II. 

The School Building Needs of L.\wkence. 

Chapter VI. — The Factors That Must Be Considered 55 

What is the Character of the City? — Direction or Trend of Growth — Voters — 
Dwelling Permits — Factory District — Telephone Extensions — Desirable Residence 
Lots — Elementary School Enrollment — Type of Residence — Barriers — Mileage Cen- 
ters — What Is or Should Be the Organization Policy of the Board of Education? 
— Summary of Chapter VI. 

Chapter VII.— What Should Be the Size of the Ultimate Elementary 

School Plant Twenty Years Hence? 65 

Why a Twenty Year Building Program? — Factors Determining Size of Ultimate 
Plant — Standard Distances for Walking to Elementary — Junior High School — 
Senior High School — The Number of Buildings — The Character of Present Build- 
ings — High Cost of Maintaining Small Buildings — Lack of Special Rooms in 
Small Building — Density of Population — Summary — Recommendations. 

Chapter VIII.— The LTltimate Junior and Senior High School Plant 73 

Location and Size of Ultimate Junior High School — Character of Ultimate Junior 
High School — The Ultimate Senior High School Plant — Kind of Activities— What 
are the Immediate School Building Needs of Lawrence? 

(5) 



6 Univcr.sity of Kansas. 

SECTION III. 

Financing the Schooi- Rt'ilding Program in Laavhknce. 

r.uiE 

Chapter IX. — School Finances 77 

Introductory Statement — Statutory and Constitutional Basi.s of the School Sys- 
tem — The Ability of Lawrence to Support Education — Real ^'aluation per Capita 
— Per Child in Average Daily Attendance. 

Chai'ter X. — The Size of the Education Problem Financially in Law- 
rence SI 

The Percentage of the Population Enrolled in School — The Percentage of the 
School Population That Is in High School — The Cost of Education in Lawrence- 
The Costs Analyzed by Buildings and by Items — The Cost of Fuel by Buildings — 
The Problem of the Small School Building — The Tax Levies — for School Build- 
ings and Bonds — for Total School Purposes — for Total City Needs, Including 
Schools — Comparison of Facts for 1919-'20 and 1920-'21 — Investment in the 
Present School Plant — Municipal and School Bonded Indebtedness — Ratio of 
School Bonded Indebtedness to Real Valuation. 

Chapter XI. — Financing the Proposed Program 96 

Consideration of Pay-As-You-Go Plan — Long Term Bonds — Long Term Bonds 
with Sinking Fund — The Serial Bond Plan — The Assessed Valuation of Lawrence 
School District for Five Year Period — -Handling the Building Projects by Five 
Year Periods — -The Completion (pf the Program Proposed. ' 



SECTION I. 
The School Survey of Lawrence, Kansas. 



CHAPTER I. 
The City of Lawrence and Its High School. 

The City of Lawrence as a Social Community. Lawrence is mainly a lesi- 
dential and nni\eisity city. Its population was recorded in the most recent 
United States census as 12,456. The city had in 1910, 12,374. in 1900 its pop- 
ulation was 10,862, and in 1890 it was 9,997. The Lawrence Chamber of Com- 
merce and others claim a population of 12,985 as the correct number for 1920. 
Thas it is evident that the population is growing quite gradually in numbers. 
It is merely stating a recognized fact to say that the University is the most 
important and active single factor influencing the life of the city. Its growth 
will at once be reflected in the growth of the city. Many families are at- 
tracted to come to Lawrence to reside because it is an educational center in 
which the children ma3' secure elementary, secondary and higher educational 
opportunities as their advancement requires. The j'ounger and the older 
children may pursue their studies while still living at home. 

Lawrence is an attractive town, well located, so that it will in all probability 
continue to grow graduall}'^ both as a municipality and as a trade center. The 
industrial institutions foimd here are neither large nor numerous and there 
is no immediate prosi)ect that Lawrence, located as it is with Kansas City 
to the east and Topeka to the west, neither of which is relatively distant, 
will develop into an indastrial type of city. The commercial life of the com- 
munity will probably be more largely conditioned by the development of 
farm enterprises and good highways radiating from the oitj^ than by the 
rapid addition of manufacturing enterprises. 

Although approximately 50 per cent of the population of Lawrence were 
born outside of Kansas, yet only 4.8 per cent of the total is of foreign birth, 
as reported by Dr. F. W. Blackmar, in the Lawrence Social Survey (1917). 
Thus it appears that the city is composed of a rather homogeneous popula- 
tion, mostly native born, speaking the American language, living in homes 
of the better type and believing in the importance of education for their 
children. The colored population of Lawrence comprises a little more than 
14 per cent of the total population. But since the census of 1910 their 
number has been nearly static. They do not live in any distinct negro dis- 
trict, and their zeal for education is evident from the fact that in the ele- 
mentary grades their children are almost unanimous in their expectation of 
going on to high school, while the percentage of colored students in the high 
school who expect to go to the University is only a little smaller than is 
such percentage for the white students. Such ambitions for schooling must 
reflect in some degree the industry and intelligence represented in the homes 
of these pupils as well as the influence of their associations in school. 

(7) 



8 Vnircrsity of Kcmsas. 

The character of the population from an educational point of view thus 
seems to be exceptionally good. Lawi-ence has large future possibilities in the 
way of developing an educational organization with the material equipment 
which will make its school system a model for educational purposes among 
those found in the state of Kansas. It is sufficiently large to make eco- 
nomically i)ossible almost any specialization that may be demanded in its 
schools. It is not too small to provide for flexibility' and adaptation while 
still retaining unity and definiteness in its educational program. 

There is reason for expecting the high-school population of Lawrence to 
grow more rapidly than will the city population if edequate and varied high- 
school facilities are provided so as to make the opportunities in secondary 
education as attractive as they should be. Such a high school will tend (I) to 
hold a larger percentage of those who enter, and (2) to draw more pupils 
from the neighboring counties when improved roads lead to a high school whose 
\'aried equi]mient and enriched curriculum give promise that it will actually 
function in serving more fully the needs of each individual student. 

The influence on the size of the high school, of diminishing the number of 
l)upils lost from each class, has been ai^proximated bj' considering the per- 
(;entage of drop-outs, computed from the school records for the pupils enter- 
ing the Lawrence high school for a period of four successive years (1912-1916). 
The total of these entering groups studied was 752 pupils. The i)ercentage 
of pupils who were left after the end of the first A^ear was 71 ; after the end 
of the second .year, 52.3; after the end of the third year, 40.7; finally those 
graduating were 35.1 per cent of the number that entered. If we assume that 
such percentages of loss may apply to other entering groups, and that these 
percentages might under favorable circumstances and with more varied op- 
jiortunities be reduced to half their present amounts, which does not seem at 
all impossible (and the school authorities should be satisfied with nothing 
less), this result would increase the total number of the four classes of the 
high school by approximately fifty per cent. In such a situation the high- 
school enrollment of the past year would have been nearly 1,200 pupils (150 
Iter cent of 782). Even this number would still allow for an average loss of 
more than 30 per cent of each entering group before they reach the end of 
the high-school course. These facts indicate clearly that the high school's 
most rapid growth may be from a reduction of its own losses. // this is ac- 
complished, within ten years Lawrence may need accommodations for 1,000 
high-school students, even in the three-year senior high school. ^ The city has 
only one small private school to share the responsibility of secondary educa- 
(ion with the city high school. As a result the high school must be ready to 
meet the situation practically imaided. When the reorganization of classes 
as proposed places the ninth-year pupils in the junior high-school division, it 
would seem wise to provide for not fewer than 1,000 pupils as the number 
most likely to be found in the senior high school before ten years have passed, 
considering that the entering groups will also tend to increase in numbers as 
improved opportunities and facilities are provided. 

The High School Population. The Lawience senior high school had 782 
pupils enrolled during the past year. One hundred and sixty-five of these 
pupils are reported as coming from outside the city school district. The 



School Sarrci/ of Lawrence. 9 

attendance records by five-j-ear intervals show a gi'adual but steady increase 

in the high-school population, as follows: 

TABLE 1. — The Hioh-schooi, Enroll mk.xt ky Five-ykah Intervals. 

1899-1900 489 

1904-1905 540 

1909-1910 021 

1914-1915 691 

1919-1920 782 

This increase in high-school attendance has developed in the face of a 
growing lack of accommodations and facilities in the high school and a growing 
niunber of new rural high schools in the counties adjoining Lawi'ence. The 
full extent of the increase in attendance numbers as reported above is not 
evident from the figures stated, because of the fact that in 1900 there were 77 
special pupils included in the total, many of whom were taking not more 
than a single subject to satisfy deficiencies in meeting the entrance require- 
ments at the University wliile the remainder of their time was spent as regular 
students at the University. The number of such special students was reduced 
to 35 in 1905, to 23 in 1910, and none were included in the registration after 
1912. 

The present distribution of the boys and girls in the high school, according 
to classes, is shown here. 

TABLE 2. Ttie Present Sknkik Hioh-school Enrollment. 

Classes. Boys. Girls. Totals. 

1 122 150 272 

II 98 109 207 

III 04 95 159 

iV 80 08 104 

Total S20 422^ 742 

The girls are thirty per cent stronger in numbers than the boys. The first- 
>ear class numbers 260 per cent of the fourth-year class. The figures given in 
the table above are for December (1920). In another month, a midyear 
entering class, without any midj'ear graduating class, will add ap!)roximately 
100 more pupils to the high school. 

TABLE 3. — The Present Jinhir Huih-school Enrollment. 
Classes. Boys. Girls. Totals. 

VII 9G 103 199 

\ MI 99 99 198 

Tut:il 1!L') 202 397 

The High School Courses of Study. The program of studies of thf 
Lawrence senior high school is offered in the form of a course training for 
college, a course tmining for engineering, a general course, a normal-training 
course, and a vocational-agriculture course. Sixteen units or thirty-two term 
credits are required for graduation. Elective units are provided in each course 
except in the normal-training course. The courses are outlined on the basis of 
four years of work. 

There is no provision in anj' of these courses for physical education of any 
kind. There is no provision for training in music and the fine arts save that 
a limited credit is offered for music instruction by private teachers outside of 
.school under certain stated conditions. There is no direct training offered in 
the school for those pupils who want to prepare for a business career. There 



10 



University of Kansas. 



is a plan for accepting some credits, under the conditions named by the 
school, for studies which pupils pursue and pay for independently in the 
LawTence Business College. 

No provision of anj^ kind was discovered for articulating anj' subject or 
course in the senior high school with the work that is conducted in the junior 
high school. Apparently no credit is offered and no recognition given by the 
senior high school to any high-school work done in the junior branch of the 
high school. A disposition to aloofness or independence seems to prevail 
where close cooperation and specific adjustments should characterize the work 
of the junior and senior divisions of the secondary educational organization 
of the city. There seemed to be no conscious lack of confidence on either side, 
but rather the failure to appreciate how it must be as integral parts of the one 
imified organization that both junior and senior high schools will function 
most effectively and to the greater advantage both of the schools and of the 
pupils in each. 

The High School Graduates. The liitih school has graduated 578 persons 
during the past six years. 

TABLF] i. — Thic Ni-.MiiKJi of CIhadi'aths hy Vkars .Sixck 1914. 

Year. Hoys. (lirls. Total. 

191.5 33 r,3 8G 

191C 36 84 120 

1917 33 58 91 

1918 24 ()3 87 

1919 30 49 79 

1920 42 73 lir> 

T(i1;il 198 .380 .578 

These graduates of the high school were traced, so far as possible, with 
reference to their present residence and occupation. The following tables 
answer the questions. Where are they now? and. What are they doing? 

TABLE 5. — Present Residence of Graduates Listed Above. 



Boys 
Girls. 



Totals. 


In 
Lawrence. 


Adjacent 
counties. 


Elsewhere 

in 
Kansas. 


Other . 
states. 


198 
380 


139 
252 


5 
16 


11 
33 


27 
.54 






1 


^ABLE 6 


—Present Occupations op 


THE Sam 


E Graduates. 








Total. 


In 
K. U. 


Other 
schools. 


Profes- 
sions. 


Employ- 
ees. 


Home 
makers. 


At 
home. 


Farmers. 


Miscel- 
laneous. 


Deceased 
or no 
record. 


Boys 

Girls 


198 
380 


117 
136 


11 
24 


7 
54 


32 
50 



65 


2 

17 


7 



6 
9 


If) 
25 



Table 5 shows that a strikingly large majority of these graduates are still 
residing in Lawrence. Seventy-three per cent of the bo^^s and 70 per cent of 
the girls are found there or in the adjacent counties. There is evidence in 
table 6 that the University is the factor which determines the place of resi- 
dence for a large portion of them. Yet it should be noted that there are 138 
of these graduates (22 boj-s and 116 girls) in Lawrence who are not in the 
Universit3\ 



Sriiool Sin-i'ci/ oj Laurence. 11 

Two factors of the abo^•e data .seem especially significant. The first is, that 
there are more than two girls to every boy among the graduates. It is 
shown in table 7 that there are 25 per cent more girls than boys entering high 
school. The second fact is, that a large percentage of the bo5's who graduate 
continue their schooling, but more than half of the gii'ls who graduate do not 
go on to college. The reasons for these facts are not definitely known, but 
among other interpretations the situation may be understood to imply that 
perhaps few of the boys who do not expect to go to college are interested in 
remaining in school to finish the high-school course. 

The questions: What per cent of the high-school pupils graduate? What 
per cent fail in their school subjects? What becomes of the high-school pupils 
who do not graduate? and Why do they drop out of high school? were the 
subject of detailed inquiry by the sur^■ey staff. A careful assistant was eni- 
ploj'ed, who worked for weeks under the personal direction of Principal F. H. 
01ne3' in securing the facts needed from the school records. Not all the facts 
desired were available in these records. But the facts recorded were tran- 
scribed and studied for all the boys and girls who entered the Lawrence high 
school in the years 1912, 1913, 1914 and 1915, and extending over the period 
of time that these pupils remained in high school. In this manner we were 
able to discover how man}- of the original entering groups dropped out and 
when they dropped out, how many remained to graduate', and how large a 
factor subject failures appeared to be. 

TABLE 7. — The Number t)P E.xtrants by Yeaks. 

Entering high school in — J!H.i 1!)13 1914 101''> Total. 

Hoys 4>* S.") 0.'-) 109 337 

Girls TS 1 09 !)K 130 - 415 

Total i-yi 

Table 7 shows how many boys and girls were in each of the entering classes 
in the total of 752 pupils whose individual records were investigated. 

Of these entering groups of pupils reported in the table above, 87 boys and 
177 girls have graduated (one boy and three girls are still in school). Thh 
means that 35 'per cent, oj the young people who entered in these years have 
succeeded in graduating. This percentage is 25.8 for the boys alone, and 42.6 
for the girls alone. Accordingly the nongraduates of these 752 pupils formed 
65 per cent of all who entered. The fact that the graduating class usually 
contained from 10 to 20 additional pupils who had entered after the freshman 
year from other schools may have given rise to the impression that the loss 
from the original entering groups was less than the records show was true. 

It is also true that a portion of those dropping out entered other schools and 
completed their secondary-school course, as is shown in table 12. 

The Nongraduates and the High School Failures. Almost two-thirds of 
the pupils who entered high school dropped out without graduating, but 33 per 
cent of these drop-outs had not failed in any of their work. Nearly half of 
those who droiipeil out had departed by the end of the first year. In fact 



12 



University of Kansas 



29 per cent of all who entered had gone by that time as is indicated by the 
following statement: 

T.\BLE 8. — Showing the Rate op Dhopping Out. 





By end 

of first 
year. 


By end 

of second 

year. 


By end 

of third 

year. 


Total 

not 

graduating. 


Per cent of pupils dropped out 


29 


47.7 


59.3 


64.9 


This table shows that the dropping out is heavy. 

TABLE 9.— Per Cent of Drop-outs Who Failed 0, 1, 2 


3, Etc., Times in School Subjects. 


Number of failures 





1 


2 


3 


4 


5 to 20 


Per cent of each . 


33 4 


18.4 


13.7 


9.0 


5.9 


19.5 



The facts in this table show that nearly 20 per cent had 5 or more failures 
but that 51 B per cent (334-{- 184) of the drop-outs had one or no failures. 
On the other hand, Ifi.6 per cent of those who graduated had one or more 
failures in one or more subjects. It does not appear from this that failures 
in^the school work was a prominent cause in the dropping out. 

The following table will show at what age and in what semester of school 
the 1471 failures for these 752 students were recorded: 

TABLE 10. — Number of Failures by Semesters and Ages. 



Semesters. 


-Ages. 


Total. 


Per- 
cent 


13 


14 


15 


16 


17 


18 


19 


20 


21+ 


of total 
failures. 


1 Boys 

Girls 


3 

8 


27 
26 

1 
5 

5 

8 


68 
51 

16 
28 

17 
12 

4 
2 

4 
5 


56 
55 

39 
41 

50 

44 

17 
18 

19 
13 


26 
24 

34 
28 

39 
19 

39 
31 

30 
26 

8 
26 

5 

13 

1 

1 

2 



20 
3 

19 
14 

12 
11 

14 
12 

16 
18 

16 
22 

12 
20 

2 
4 


1 


13 

1 

10 
6 

17 
3 

8 
14 

11 
13 

6 

7 

11 

8 

11 

8 

6 
4 


8 
1 

11 

1 

10 
1 

6 
4 

2 

1 

1 

7 


1 



2 

4 
2 

10 
1 

8 


1 



222 
169 

130 
125 

154 
100 

98 
82 

90 
76 

32 
62 

28 
43 

20 
21 

15 
14 


26.6 


Girls 




17.3 








Girls . . 




17 2 








Girls 






12 2 


5 Boys. . 








Girls.. 
















Girls. . . 





















2 




Girls. 












27 3 


8 Boys 








6 
6 

7 
8 



2 


1 




Girls . . 












'.1 and 10 Boys 












Girls 
























Totals: Bovs 

Girls 

Percentage of total 


3 

8 


33 
39 

4.9 


109 
98 

14.0 


181 
173 

24.0 


184 
168 

24.0 


111 
105 

14.7 


93 
64 

10.7 


51 

29 

5.4 


24 
8 

2.2 


789 
692 

1,481 





School Survey of Lairrence. 



13 



It is evident that the larger jiercentages of these failures occurred in the 
earlier semesters and at ages 16 and 17. But it is a striking fact and one of 
no slight importance that 273 of all the failures occur after the end of the 
second year of high school lohen approximately half of the total number of 
pupils (48 per cent) have dropped out and when 74 per cent of the non- 
graduating pupils, have already departed. It appears that the advanced .years 
of work are made somewhat hazardous e\en for those pupils who succeed in 
graduating, and that the adaptation of the work or the method of presentation 
for the students who take it is still rather imperfect. 

The distribution of the droiijiing out according to semesters is given in tlic 
following table: 



TABLE 11. "The Number of NoNGRADrATES Dropping Oit Each Semester. 



Semester 


1 


2 


3 


4 


5 


6 


7 


8 to 10 


Total. 




Boys 


37 
65 


(52 
54 


30 
21 


47 
43 


24 
9 


29 
25 


8 
9 


13 

12 


250 
238 


Girls 


Percentage of all drop-uuts . . 


20.9 


23.8 


10 3 


18.4 


6.7 


11.0 


3.5 


5.1 


99.7 


Percentage lost of all entrants 


13 5 


29.0 


35.8 


47.7 


52.1 


59 3 


61.5 


64.9 


(100) 



This table states that 37 boys and 65 girls of the 752 i)upils under con- 
sideration left high school during or at the end of the first semester in school. 
This number was 20.9 per cent of all the nongraduates. It was also 13.5 pci- 
cent of the total entering group. 

Why do the Pupils Drop Out of School? So far as possible the reasons 
for dropping out of liigh school have been gathered by personal inquiry from 
the drop-outs of the high school entering groups of 1913, 1914, 1915, and 1916. 
Field workers visited the homes of all for whom the local addresses could 
be obtained. Inquiries by mail reached many others. Conscious of the fac- 
tors that condition the value of such information, it still seemed important 
to inquire why the pupils and their parents thought that these boys and girls 
had quit high school. Inquiry was also made concerning the present occu- 
pation of such pupils, and whether they received any further training aftei- 
leaving the Lawi-ence high school. Those who no longer lived 'in Lawrenc(^ 
were asked, if their present location could be learned from any source, to 
state the information desired on a form post card enclosed to them. Th.- 
school was able to provide information in the cases of some individuals not 
reached in any other way. The results of sucli inquiry are reported for more 
than 200 of the drop-outs in the following tables : 

TABUS 12.- Further Schooling of the High-school Drof-Outs. 



•At- 



Boys. 
Girls. 



Oread* 
School. 



Other 
High 
School. 



Lawrence 
B'lsiness 
College. 



* The University of Kansa.s training school. 



Mi'itary 
or Naval 
School. 


Died. 


None. 


Total. 


15 



10 


12 
30 


95 
108 



14 



University of Kansas. 



TABLE 13.— Reasons Stated for Dropping Out of High School. 



Girls. 





Did 


Couldn't 












Moved. 


not 


get 


111 


Eco- 


To other 


Other 


No 


like 


training 


health. 


nomic. 


school. 


reasons. 


reason. 




school. 


wanted. 












7 


15 


21 


6 


13 


9 


8 


14 


28 


18 


20 


13 


7 


11 


9 


2 



Total. 



95 
108 



The infoniKition in table 12 was fiiecuicd directly from the pupils or par- 
ents, from the high-school records, from the Oread Training School, the 
Lawrence Business College and by correspondence with pupils who had moved. 

The information in table 13 was obtained from the pupils themselves, from 
the mother, or from the school record in many of the cases reported as 
"moved" or "other schools." But it was also obtained less frequently from a 
father, older sister, aunt or neighbor and when necessary by correspondence 
with those who had moved. The same sources were depended upon for the 
data in the following table: 







TABLE 14.-P 


resent Occupations 


OF THE 


Drop-Olts. 








Profes- 
sional. 


Busi- 
ness. 


Em- 
ployees. 


Skilled 
labor. 


Unskilled 
labor. ^ 

3 
2 


Farmer. 


Stu- 
dents. 


Home- 
maker. 


No 
record. 


Total. 


Bovs 
Girls 


1 
5 


5 




24 
36 


8 



6 

1 


28 
29 


OCT. 


20 
6 


95 
108 



Tntil recently the high-school records tlid not include the addresses of the 
pupils. Many of the drop-outs could not be traced because no address could 
be found or because an incorrect address was given. The number of addresses 
given in the school census records for vacant lots and lauildings that are not 
dwellings indicate considerable "padding" of the records. 

Of the 80 high-school drop-outs who went to Oread School, as reported in 
table 12, 38, or near 50 per cent, graduated. Of the 33 that entered other 
high schools, 9 remained to graduate. 

In table 13 it is obvious how few pupils left school because there was any 
driving necessity that they give up their schooling. As a matter of fact many 
of those dropping out of high school did not give up their schooling. It is 
significant that the largest single factors in the dropping out was a feeling of 
dissatisfaction with teachers, the school or the training offered. Some of this 
is normally to be expected, but the number expressing such sentiment de- 
serves respectful attention, especially as there were doubtless others who were 
not so frank in their statement of reasons. 

In table 14 the "student group" forms the second largest. Of those classed 
as employees the greater percentage are in a business or clerical type of em- 
ployment, for which the school has given them no direct or definite prepara- 
tion. Table 12 shows that 21 drop-outs went to the Lawrence Business College 
for the training that they wanted. 

The Failures by School Subjects. No mention has b'een made up to this 
point regarding the distribution of failures by school subjects, but the tabula- 
tion which follows will answer the question of how they are distributed. This 
tabic (liscln>ips the fact that the t^oo subjects designated as English and mathe- 



School Survey of Laurence. 



15 



matics produced 51.7% of the total number of failures, and that each of thevi 
had nearly twice as large a percentage of the total of failures as had any other 
subject. The school records did not supply the information that would en- 
able one to compute the subject failures on the basis of subject enrollments 
for these years, but the number of pupils studying each subject was ascer- 
tained for the 742 pupils now in high school and is stated immediately fol- 
lowing Table 15. 

TABLE 15. — Distribution of the Failures bt Subjects. 





Math- 
ematics. 


English. 


History. 


Science. 


Latin. 


German. 


Home 
Econ. 


Manual 
Arts. 


Other 
subj 'ts. 


Total 


Boys 

Oirls 


207 
196 


219 
146 


96 
108 


87 
88 


75 

74 


61 

55 


2 
19 


35 
3 


7 
3 


789 
692 




1,481 


IVt. of total , . 


27.2 


24.6 


13,8 


11.8 


10.0 


7.8 


14.0 


2.5 


.7 


(100) 




71.3' 


89 6* 


67.8* 


58.0* 


28 0* 


t 22.2* 


31 3* 


13 5* 


> 















*The percentages of 742 pupils who are taking ciioli of the above subjects in 1920. 
tModern languages. 



If the distribution of the 752 inipils by school subjects, whose failures are 
reported in table 15, was approximately the same as for the 742 in school in 
1920 (and it is quite probable that it was not much different), then we may 
assume that approximately 7 out of every 10 pupils studied mathematics, 9 
out of 10 studied English, and 7 out of 10 studied history. It thus appears 
that with near the same number studying mathematics and history, the 
failuies in the former were in the ratio of 2 to 1. While English appears to 
have an excessive number of failures, if it had the same pro rata of failures 
on enrollment as either Latin or German it would have claimed near 32 per 
cent of all the failures instead of 24.6 per cent of them. 

Subjects which offer such a hazard for the pupils jjursuing them are not 
likely to prove most attractive or serve to hold students in school bj' giving 
them the feeling of assurance that they are getting work that is well presented 
and adapted to their needs.' It is difficult to believe that the ki7id of English 
instruction that produces such a crop of failures in the subject of the mother 
tongue is the kind that develops a love for and appreciation of literature or 
attracts the pupil to the English class and to the library, yet certainly that 
is not expecting too much for effective English instruction to accomplish. 
Whatever may be the cause or causes of this situation its correction, whether 
by modification of content of course, method of teaching, or of uniformity of 
iT-quirement, would result not only in fewer failures but in better education. 

In this survey the quality of instruction was not of direct concern to the 
survey committee, and no effort was made to discover whether the attitude 
with reference to the English instruction is now different or the number of 
failures resulting for such work diminished. But if the conditions which are 
here pointed out still prevail they certainly suggest that the work in English 
i.s not what it should be and that one of the finest opportunities to influence 
the habits and tastes of young people in literature may be entire h' lost in 
the case of many students and partly lost with others. 



16 Universitii of Kansa.'<. 

SUMMARY OF CHAPTER I. 

1. LavvreiiL-c is a lesidential and university' town, growing slowh', having 
largely a nati\-e-born population, partly colored, but exceptionally good from 
an educational point of view. The city should have a school system and 
equipment that are fully modern. 

2. The high-school population will grow more rapidly than will the total 
])opulation, due to improved roads, the attraction of educational opportuni- 
ties and a reduction of the number dropping out. 

3. The senior high-school enrollment has practically doubled in a period 
of 20 3^eai-s. The present high-school enrollment is 742. There will be ap- 
proximately 100 additional pupils entering at mid-3'ear. It should be possible 
to increase the present enrollment 50 per cent by securing a reasonable re- 
duction of the niunber dropping out. 

4. The junior high school now enrolls 297 pupils in the seventh- and eightli- 
year classes. A regrouping to include the ninth year will increase the numbi i- 
to near 700 pupils. 

5. The present courses of study are lacking in number and diversity. No 
physical education, art instruction, business or trade training is offered. 

6. Tracing the high-school graduates for a six-year period shows a large 
proportion of them still residing in Lawrence, and their chief occupations 
are: students, employees, home makers, and the professions. 

7. An analysis of faihne, graduation and dropping out shows that 35 lur 
cent of the pupils who enter as freshmen graduate from the Lawrence high 
school; 57.5 per cent of all the freshmen entrants fail one or more times in 
one or m6re high-school subjects. An imdue proportion of the failures (27.2 
per cent) occvu" after the end of two years in school when 74 per cent of all 
the nongraduates and 47 per cent of the total number entering have gone 
from school. 

8. The loss of inijiils from high school has been excessive. Thirty per cent 
are lost by the end of the first year, 48 per cent by the end of the second 
year and 65 per cent fail to graduate before dropping out. 

9. Mathematics and English together inoduce 52 per cent of all the failures 
recorded against the high-school pupils. Latin also claims a heavy toll of 
failures. There is a hazard attached to such subjects that may cjualify their 
y-dhxe in the minds of the jiupils. 

10. Many of the drop-outs go elsewhere to school. Their reasons for 
dropping out seem to emphasize a dissatisfaction with the work offered and 
a desire to get different training. 

11. A considerable number of both high-school graduates and high-school 
droD-outs are emjiloyed in business and commercial pursuits for which the 
high school gi^•es no specific training. 



School Surrey of Lawrence. 17 

CHAPTER II. 
The Present High School and Its Lack of Adequate Provisions. 

The Senior High School Building. The heading of this section is to some 
(>xtent a misnomer, as it suggests a single building, but the high-school classes 
are now housed in three separate buildings. One of these building serves as an 
annex to the original high-school l)uil(liug. and these two are situated on 
diagonally- opposite street corners. The third building consists of four rented 
rooms for the vocational agricultural classes in a building opposite the post 
office, and several blocks removed from the other buildings. At best this situa- 
tion could not be regarded as a desirable one. but the inadequacy of the 
emergency type of accommodations thus provided cries loudly for remedying 
at the earliest possible date. 

The Classrooms. Besides the 12 class i)eriods in \ocational agricultun 
conducted in the rented quarters, the-re are 141 daily class recitations (and 
this number will be inci'eased after February first by a new entrance group of 
100 pupils) that have to recite somehow each day, during 7 periods, in only 
26 rooms — 7 of which are special laboratory rooms, work rooms or drawing 
rooms, only one of which is adapted for general puri)oses. Three basement 
rooms not suited for class purposes are employed regularl3^ Two rooms have 
been provided by partitioning one room which should not have been so 
di\'ided except for the present congestion. An attic room has been equipped 
for a sewing room. More than fifty i)er cent of these rooms are verj- in- 
adequately lighted by either natural or artificial illumination, and several of 
them are so badly lighted that their use could be defended only in serving an 
emergency. 

Democracy's High School Must Provide More Than Classrooms. Some- 
thing far be\ond the necessary- number of classrooms with the required num- 
ber of seats and blackb(jards is demanded in any liigh school that aims to be 
of the modern type and to meet the needs of the society which it is to serve. 
Such pro\ision alone will not meet the many and varied demands made of a 
modern high school. Society itself is in a process of constant change and de- 
\'elopiiient, as is -also the school population. The significant changes in the 
last two or three decades, with reference to the number and character of the 
high-school population, the basic educational theory that has developed and 
the additional demands of society upon the schools must be recognized. These 
changes nuist be considered in determining the form and character of both 
the high school organization and its housing. Educational i»sychology now 
emphasizes the wide I'ange and varietj^ of indi\"idual differences in capacities, 
tastes, interests and attitudes of the young people who arc to be educated. 
The number of these young people in high school is now nearly double the 
number in 1900, and if equal opportunit.y for all is to be provided it means 
not the same opportunities for all but verj- different kinds of opportunity to 
provide equally well for the differing capacities and interests of the school 
population. ^ 

The facts, (1) that the school draws its pupils from a wide variety of homes 
and from different localities, as is indicated in tables 22 and 26; (2) that in all 

•2 — K. V. Kxt. Bui. 4212 



18 University of Kansas. 

probability the increased numbers of pupils now in high school aiake for less 
of homogeneity than formerly; and (3) that so large a number are now lost 
from the school without completing their courses, as is shown in table 8, all 
require a wider variety of opportunity in order to provide an equality of 
opportunity for such varied interests, needs and demands. The acquiring of 
fundamental facts and book knowledge must now be regarded as only one of 
the several functions of the high school. The school is falling far short of its 
possibilities if it does not provide that training which will first of all develop 
in its students the ideals, habits, interests and knowledge that will better fit 
them to be responsible and active members in a democratic form of society. 

In his very valuable monograph on "Democracy's High School," W. D. 
liewis saj^s: "Those who need the classics and the higher mathematics should 
have those subjects; but the doors of the schools supported by all the people 
should not be slammed in the faces of those of the people's children who care 
nothing about the classics and higher mathematics." 

"The high school's largest service to the commvmitj' is the best possible 
training for good citizenship, economic efficiency, and full and complete living 
for all its pupils." Its largest service for the girls in particular, is "to conserve 
their health, train them for economic independence, household efficiency, and 
bring them into touch with the larger social and intellectual interests of 
Immanity." 

Definite Objectives that Mark the Goal of Secondary Education. To ac- 
complish such purpose as has been stated, the commission on the reorganiza- 
• tion of secondary education of the National Educational Association has set 
up certain definite objectives to guide the work in secondary education and 
make it more effective. These objectives are determined with reference to the 
chief life activities of the individual. They are: {1) Health, (2) Command 
of fundamental processes, (3) Worthy home-membership, (4) Vocation, (5) 
Citizenship, (6) Worthy use of leisure, (7) Ethical character. While these ob- 
jectives ma J' not be all-inclusive, they are all-essential in secondary-school 
training, and the opportunities lost or neglected there can hardly be made up 
later in life. 

The school must first make due provision in cinriculum, building, rooms, and 
equipment if it expects to realize such objectives in specific and definite 
fashion. But adequate pupil guidance and counsel in the choice of a subject 
or course best adapted to meet his needs may also be exceedingly important. 
This matter usually fails to get the attention that it merits. The usual situa- 
tion is that the guidance is insufficient and that teachers do not possess suffi- 
cient information to guide students wisely. During those adolescent j'ears new 
interests and new standards of judgment are formed, and there is constant 
need of sympathetic and well-informed guidance. A committee of the Na- 
tional Educational Association on the articulation of high school and college 
(1911) remarks how the traditional preparation of girls for college is par- 
ticularly incongruous with the actual needs and future responsibilities of girls. 
Such incongruity means, among other things, that the public is paying for 
what it does not get. 

Health. During the high-school period health instruction closely related 
to practice cannot be neglected without the danger of serious consequences 
for which the individual, the community and the race must paj'- the cost. Our 



School Stir re y of Ldivrence. 



19 



inquiry develoi)L'd the iul'onuation shown in table 16, that a striking number 
oi the pupils now in high school have not formed the habit of taking regular 
outdoor exercise, or of engaging in relaxing play or diversion. This is true of 
both the junior and senior high-school pupils. There is no jirovision in the 
school at present tending to effect a different situation in this matter. The 
omission is vitally serious in the lives of these young people, but in the long 
rvm it is the community that suffers the effects of neglecting the physical wel- 
fare of any portion of its population. One may ask the pointed question here, 
How can the community find real justification for the public expense of sup- 
l)orting a high school, except that it is to produce an improved citizenship? Of 
course it is ob\'ious tliat health is of first importance in such a i)urpose. 

TABLE 16. — Do the High School Pupils Get Regular Exercise, and What Kinds? 



Senior High School- 
Boys 

Girls 



Junior High School- 
Boys 

Girls 



Totab: 
Boys. 
Girls. 



Percentage of total: 

Boys 

Girls 



Regular exercise. 


Kind of 


e.xercise. 


Indoor 
activities. 


Waliiing. 


No. 


Yes. 


Outdoor 
team- 
games. 

65 


Other 
outdoor 
activities. 


53 

.59 


235 
334 


40 
20 


11 
24 


72 
264 


■ 18 
25 


164 
167 


44 
12 


33 
32 


8 
15 


41 

86 


71 
84 


399 
501 


109 
19 


73 
52 


19 
39 


113 
350 


15.1 
14.3 


84.9 
85.7 


38.7 
12.1 




4.8* 
7.7 









Working 
or chores. 



50t 
70 



* Per rent of pupils answering "yes." t Includes walking and working. 



Table 16 includes facts regarding exercise, stated separately for boys and 
girls, in both the junior and senior high schools. A total of 155 pupils say that 
they get no regular daily exercise. What a fund of information is supplied by 
this table, which is composed of statements collected directly from the 1,025 
students reporting, becomes evident to one who gives it a very little study. 
While approximately 85 per cent of the boys and girls state that they do get 
regular exercise, 50 per cent of the boys and 70 per cent of the girls who 
answer "yes" depend upon walking to and from school or doing chores about 
the home for their chief exercise. A few individuals mentioned pool, checkers, 
•'Y. M. C. A.," and other indoor activities. Only 38 per cent of the boj^s and 12 
per cent of the girls get exercise by means of outdoor play or games, and the 
majority of the outdoor activities named do not provide regular exercise. 
They include hunting, fishing, boating, camping, scouting, swimming, as well 
as some games, which are seasonal or periodic in their nature rather than 
regular. 

It thus appears very doubtful jrom their own, statements whether more 
than a small per cent of these 1,0£5 boys and girls get any regidar or sys- 
tematic exercise of the sort that promotes vigorous health. The statements of 
these same students with reference to how they spend their leisure time tend to 
confirm the impression that not a large percentage of them know how to play 



20 



I'niver.sity of Kansas. 



or have formed healthful habits of exercise. The following table states the 
methods of spending their leisure. The activities stated were given first place 
by pupils on the basis of most time given to them among leisure occupations. 
Similar distributions of the second and third most important methods of 
spending leisure on the basis of time given fo each were prepared, but the\' 
differ little from table 17, excepting that the number of "no records" grow- 
larger, and such distributions are not reproduced here. 

Here it appears that 32.5 per cent of the boys, and 7.7 per cent of the girls 
spend most of their leisure time doing chores or just working. Athletics, play, 
loafing, and outdoor activities added together are rejjorted to have the first 
claim on leisure time with only 36 per cent of the boys and 11 per cent of the 
girls. Adding the pupils with whom reading, nuisic, study, and work claim 



TABLE 17. — Methods ok Spending Leisire Time as Stated by High School Pupils. 





Work- 


Read- 


Play- 


\'aricd 




Socials, 


House- 








ing, 


outdoor 


Athlet- 


shows. 


work, 


Miscel- 


No 




chores. 


music, 
study. 


loafing. 


activi- 
ties. 


ics. 


danc- 
ing. 


cooking, 
sewing. 


laneous. 


record. 


Senio* High School — 




















Boys 


90 


46 


10 


40 


48 


12 




14 


28 


Girls 


25 


208 





24 


6 


32 


50 


11 


37 


Junior High School 




















Boys .... 


t)3 
20 


31 
84 


30 
25 


18 
4 


23 
4 


2 

7 


■' 26 


11 
13 


4 


Girls 


ii 


Total— 




















Boys 


153 


77 


40 


58 


71 


14 





25 


32 


Girls 


45 


292 


25 


28 


10 


39 


76 


24 


40 


Percentage of totals — 




Boys 


32.5 


10. 4 


8.5 


12.4 


15.1 


2.9 


0.0 


5.3 


6.7 


Girls 


7.7 


50.0 


4.2 


4.8 


1.7 


6.6 


13.0 


4.1 


7.9 



first place among leisure ()ccui)ations, we get 49 per cent of the boys and 58 
per cent of the girls. Twelve per cent of both girls and boys failed to state 
the ways of spending their leisure. It is also significant that 41 per cent of the 
boys and 33 per cent of the girls did not mention any second most important 
item in the disposition of their leisure time. The redeeming feature indicated 
by the data in this table is the iirominence given to music and reading as 
leisure occui)ations, but there is little to indicate the practice of health 
building exercises among the activities of their leisure hours. Apparentlj' 
there is much need for developing the kind of attitude or vision toward 
'health matters that the school should but does not provide. There is great 
need everywhere that people should know how to play and relax, and how to 
participate in healthful sport or team games. 

The amount of time which the pupils regard as leisure and which is re- 
ported in table 17 may have been somewhat conditioned by the fact that 
approximately 76 per cent of the boys and 36 per cent of the girls engage in 
remunerative w'ork outside of school hours. The regular, irregular and 
seasonal occupations are included in this report of outside work. The inquirj' 
showed that in the senior and junior high schools and in the elementaiy 
grades, there is a marked indication that many pupils find an opportunity to 
earn money during otherwise leisure hours. But a great part of such work is 



School Survci/ of lAiwrence. 



21 



neither of the kind or the regularity which proNides .sufficii-ut lieaUhful exercise 
for growing boys and girls. 

The information stated in table 18 reflects credit on the pupils and, while 
24 ]jer cent of the boys and 64 per cent of the girls do not earn money by 
working, it is probable that some of them work at home without receiving 
money for it. But such employments as are listed in the table above must not 
be regarded as a substitute for clean, healthful sport, particif^tion in team 
u:ames and the training for a wise and profitable expenditure of leisiu'e time 
such as should properly occupy the attention of the school. 

When the pupils reported in table 17 were asked to state their fii-st, second 
and third choice in reference to their favorite pastimes, the results showed a 
large percentage of boys giving outdoor games and sports as both first and 
second chnirr.^. No other pastime for the boys was a ^'ery close rival of those 



TABLE 18. — How Pupils Earn Money Outside of School. 





•No" 
or no 
record. 






Odd 


Farrn- 


Work- 


House- 






Yes. 


Clerk, 
deliver. 


jobs, 
chores. 


ing, 
garden- 


ing, 
miscel- 


work, 
care of 


Total. 








errands. 


ing. 


laneous. 


child. 




.Senior High School 


















Boys 


58 


230 


03 


51 


43 


71 


>> 


288 


Girls 


282 


111 


33 


6 


9 


20 


43 


393 


.lunior High School 


















Boys 


31 


151 


50 


49 


14 


31 


7 


182 


Girls 


127 


65 





20 


3 


4 


38 


192 


lOlementary 


















Boys 


108 


'230 


57 


79 


40 


36 


18 


338 


Girk 


192 


1G4 


11 


30 


14 


11 


89 


356 


Total 


















Boy.s 


197 


611 . 


170 


179 


97 


138 


27 


808 


Girls 


em 


340 


44 


65 


26 


35 


170 


941 


Percentage of total 


















Boys 


24.3 


75.7 


27.8 


29.3 


15 8 


22.3 


4.4 




Girls 


63.8 


36.2 


13 


19 


7.6 


10.0 


50.0 





more active kinds. The girls al^so shoiv a distinct liking for similar kinds of 
pastimes both as first and second choice, although reading and music form the 
first choice with a larger number. It is almost surprising to find the active 
sports so popular when the school is able to offer so little encouragement or 
instruction along these lines. 



22 



Universifi/ of Kansas. 



a So- 



School Survey of Lawrence. 23 

The table above .states that 277 boys and 110 girls in junior and senior high 
schools give outdoor sports and team games the first place among favorite 
pastimes; 260 boys and 148 girls name the same pastimes as second preference. 
In other words 63 per cent of the boys and 20 per cent of the girls say that 
they prefer the healthful outdoor pastimes over all other pastimes; and 28 
per cent of the girls make their second choice of pastimes the open air activi- 
ties. Apparently there is definite need of direction and leadership for the 
promoting of healthful and enjoyable exercise. It was shown in table 17 how 
differently the major |)ortion of their leisure time i.s spent from what their chief 
preference would direct. 

Provision for Physical Education. To provide for the objectix e of healtli, 
as well as whal it iniiilies in the way of physical training, the formation of 
right lix'ing habits and the provision of health instruction, the high school has 
one rather small gymnasium room on the third floor of the annex building. It 
is a sort of unfinished attic room, and not well adapted for use as a gym- 
nasium. It is entirely inadequate in size and equipment for either the junior 
or the senior high school, yet it must now be shared by the classes of both 
schools. It does not provide the necessary facilities expected of a gymnasium. 
Even for basket-ball practice the boys must go to the Haskell Institute court. 
It can hardly be said that the school has any gymnasium in view of such 
limitations and inadequacJ^ 

There is need in a high school of this size of a double, fully equii)i)ecl. 
modern gymnasium, including inside running track, shower baths, locker 
rooms, toilets and swimming pool, one part of the gymnasium serving for ihv 
physical training and games of the boj's and the other part providing similarly 
. for the girls. A spectator's balcony should provide for the onlookers at specinl 
contest games or at exhibitions and entertaining features. 

The School Library. The equipment necessary for attaining the objectix es 
stated by the commission on the reorganization of secondary education will 
certainly include library accommodation. No librarj^ room is provided in the 
present high school, but such books or equipment as are available are found 
in one of the regular classrooms where recitations are held each period, and in 
a closet room adjacent to that classroom. The very fimction of a library, 
where one may browse, learn books and know authors, as well as gather the 
specific information desired, is conditioned by such crowding, confusion and in- 
convenience. The library should be in a room especially provided for the 
purpose. It should be one of the most attractive rooms in the building, well 
furnished, conveniently located, free from disturbance, rather roomy, abun- 
dantly lighted, and well ventilated. 

Practically the same attributes jast named should characterize a suitable 
study hall. In fact, a library of sufficient roominess for the purpose, with a 
trained librarian to act as adviser and study-hall teacher, will provide almost 
the ideal place for pupils to spend their study periods. Such a study hall is 
essential in a modern high-school building. It should be large enough to ac- 
commodate from 120 to 150 students at one time. 

It is not at all safe to assume that because there is a city library available it 
will accomplish the desired results as well as a school library could do. The 
former will supplement the school library accommodation.-; but it cannot effec- 



24 



University of Kansas. 



,ti\'ely perlonu the same ser\ice so as to displace the neetl of a school library. 
Rather is it true that the influence of the school library should teach pupils 
hew to use books more helpfully, develop the library habit for them, and cause 
them to become life-long patrons of library facilities because they better ap- 
l)reciate the values in books and better understand how to find these values, 
llie following tabulation of information secured from the students indicates 
that pupils in the senior high school use the city librarj- more generally and 
more frequently than do the jnipils in the junior or elementarj' classes, but 
even the senior high school has manA" jiujiils who never use the library. 



T.\RLE 20. — How Oftk.v Do the School Pipils Vlsit tiik LiBKxin? 
(Percentage basis.) 



Number of times 
per week — 


Not 
at 
all. 

14.9 
12 5 


Less 
than 

1- 

9.8 
6.9 


1 





3 


4 


5 


() 


Total 

number of 

pupils. 


Senior High School: 


19.1 
21.1 


19.4 
16.3 


13.2 
14.0 


6.6 
7.6 


4.2 
6.1 


12.8 
15.5 


288 


Girls 


393 


.Iiinior High School: 

Boys 

Girls 


27.5 
17.7 


22.0 
21.8 


19.2 
27.6 


18.1 
15.1 


4.9 
10.4 


3 3 
.5 


1.7 
4.2 


3.3 

2.0 


182 
192 


Elementary School; 

Boya 

Girls 


43.5 
31.4 


27.0 
28.9 


15.3 
22.8 


9.1 
12.1, 


3.9 
2.8 


.3 

.8 


.3 
,6 


.6 
.6 


338 
356 


Totals: 

Boys 

Girls 


29.7 
20.8 


19.6 
18.2 


17.6 
23.1 


14.9 
14.4 


7.4 
9.0 


3.2 
3.6 


2.0 
3.6 


5.6 
7.3 


808 
941 



There was no attempt to define how much time is required to constitute a. 
library visit, but the ten-minute visit and the two-hour period were each 
counted as one visit. Perhaps some of those recorded were brief visits, yet the 
number who do not visit the library at all is near 30 per cent for the boys as a 
whole and 20 -per cent for the girls. If we add to this the number whose visits 
are not so frequent as once a week, the sum includes 50 per cent of all the boys 
and 40 per cent of all the girls. Even in the senior high school these numbers 
include 25 per cent of the boj^s and 20 per cent of the girls. There is no proba- 
bility that the number of library visits were understated bj^ the students. 
There is much more likelihood that they were overstated in the desire to have 
the record sound well. 

An interesting contrast to the number of library visits is presented in the 
report of how often these same boj^s and girls attend the movies, and there 
was no concealment on the part of some pupils that they had intentionally 
\inderstated those facts. This was almost what one might expect, since the in- 
formation was entirely voluntaiy and subject to just such errors. Still it ap- 
])ears that as a rival of the libraiy the movies are indeed successful at the 
present time, in spite of the fact that the school has no direct voice in con- 
trolling the kind of programs offered nor information as to the value or in- 
fluence of the things featured. 



School Survct/ of Ldii-nna 



2o 



Percentage 
of Ptipils. 1 



pf" 














■» Boys 
- Girls 


20. 




19 ."4^ 


•» — — —, 




15 . 


^WT^ 


19^4^ 


~ ~ ~ ~i 

1 


10. 


13.2% 


12.8% 


5 ' 


6.6% 







Ntunber of 

Weekly Visits -01 23 4 56 

Graph I.— The fu-aiuiux with which nSl soaioi- high-scliool pupi'^ visit llw hbniiy - 
fircordiiiE to their own T-fPorts. 



Pere. 50 -1 








of Pnpils 


49.5% 




45 • 








40 - 


39.5% 






35 ■ 








30 ■ 








25 • 




"27.6% 




20 • 








15 ' 


19.2% 


_18_j_2_ 


10 • 








5 ■ 
Iftunber of 









10.4% I 



Boys 
Girls 




Weekly Visits- 12 3 4 5 

Graph II. — Similar facts for 374 junior liigli -school students. 



26 



Univcrsiti/ of Kansas. 



Percentage 
of Pupils 
45 

40 

35 

3C 

25 

20 

15 

10 

5 

Times per 
month 



g.v^ 



44. ^ 



■^or 



28.2'^ 



25, 



17, 



Boys 
Sirls 



1-4 



5-8 



More than 
8 



GuAl'ir Iir. Tho I'lequcmj- witli which 081 students in senior liigli school of Ivawrencc 

attcnfl the movies. 



Percentage 

of PupllSgQ 

45 . 
40 ■ 
35 ■ 
30 . 

25 
30 . 

15 . 

10 - 

5 , 



Times per 
th 



* 49.5^ ' 
I I 

• 



15.155 



10.4^ 



41. 2f 



25.^ 



23.1^ 



9.4% 



1-4 



5-8 



More than 



Boys 
Girls 



mont? 
Graph IV.— J^imilar facts for 374 students in junior liigh school of same city. 



School Survey of Laurence 



TABLF, 21. -How Often Do the School Pupils Attend thk Movies? 
(Percentage basis. "I 



Number of times per month- 



Senior High School : 

Boys 

Girls 

.lunior High School: 

Boys 

Girls 

Elementary School: 
Boys . 
Girls 

Totals: 
Boys. 
Girls. 



Less 
than 1. 



9 7 
10 2 



10.4 
lb 1 



15 4 
24 5 



I 12 2 
i 16.8 



1 to 4 
times. 



34.7 
44 () 



41 2 
49,5 



50 (i 

51 I 



42 8 

47.8 



5 to 8 
times. 



25 :i 
25 



23.9 
23.0 



More than JTotal No. 
8 times. pupils. 



25.(1 
17.6 



23 1 i 
9 4 



It) 5 

8 4 



21 1 
12 4 



288 
393 



338 
350 



This table states that 1 boy in every 8 (12.2 poi- cent) and 1 girl in every 6 
(16.8 per cent) attend the movies seldom or not at all. This percentage is 
twice as high for the elementary pupils as for the senior high-school pupils. 
The table also states that 45 per cent of all the boys and 35 -per cent of all the 
girls attend the movies more frequently than once a tveek. For the senior 
high school alone 56 per cent of the boys and 46 per cent of the girls attend the 
movies oftener than once a week. One-fourth of the boys in the senior high 
school and near one-fifth of the girls are movie patrons oftener than twice a 
week according to their own statements. Perhaps one should not criticize 
these young peoi)le nor their choice of amusement until he has carefully in- 
quired what better form of leisure occupation the comnuinity provides and 
what the school as an instittition is doing to prejiarc tliein for wise and health- 
ful enjoyment of leisure. 

A School Assembly Room. Nothing that can be calltMi an assembly room 
is found in the present high-school structure. Such a room provided with a 
stage and dressing rooms, capable of seating 1,200 to 1,500 people, so as to 
accommodate the junior and senior high-school pupils together on some oc- 
casions as well as parents and students on other occasions, is an indispensable 
part of a complete high-school organization. It is in such a room that school 
spirit and the atmosphere of the institution have their rise. Here the school 
officials or other persons may be able to meet the students as a body. B^• 
means of general and special assemblies of the students a sort of community 
life is developed within the school; and a fair understanding of the purposes 
and j)olicies of the school, may be explained to all if ther(! is a conmion 
l)lace of meeting. 

It is in such a place that student dramatics, literary contests, jiatriotic pro- 
grams, musical choruses, orchestra concerts and other forms of school assembly 
lind their expression. And it should be understood that the extra-curricular 
activities of a typical high school afford splendid opportunity for constructive 
educational results. The school assembly hall is the proper place for gradu- 
ation exercises, addresses to school pupils, or mass meetings of students, and 
it maj' become the very center for many forms of democratic activity in both 
school and community life. It should be provided with lantern and screen 
for using both slides and reels in illustrated lectures or entertainments, and 



28 I'nii'ersity of Katisa--<. 

The hall should have a main outside entrance. Such a hall has not yet per- 
formed its full function when it has served the needs of students and school, 
for it should serve equally well as a place for the parents or people of the 
community to gather for lectures, and for musical, social or civic iiurpose. 
It may become in a larger sense a center for community and social education. 

Music and Fine Arts. There is an imi)cllin<i need for adequate accommo- 
dations for nuisic and fine arts in the building and program of a high school 
that is to meet the needs of pupils of the present day and of those to be 
served in the years to come. The values of music instruction may be made 
available for the majority, both as a socializing force and for use in leisure, 
but for the few, as a vocational subject. Its chief values are spiritual and 
idealistic rather than utilitarian. It voices aspirations and feelings for those 
who experience participation in music either as performers or as listeners. The 
fact is, that much of nuisical appreciation and the ability to enjoy music may 
he taught even to those who have little or no ability in musical technic. 

It is possible for the high school to make its influence felt in the whole 
community in the field of music alone, by opening up to all of its students an 
acquaintance with the world of music and by giving them such training in 
music values as will enable each to ajipreciate the music values that transcend 
those of ragtime, ^'aried forms of work in music should be offered in the 
high school, and credit given equal to that given in other subjects for similar 
application and achievement. Orchestra, chorus, glee dub, and band music 
as well as a]>y>roved study under teachers in school or outside, may well be 
gi\en credit. Hut there is need still further of instruction in the school for 
de\eloping general music api)reciation and understanding for its life en- 
lichment and for its I'egenerative value in hours of leisure. 

It should be the part of the school to provide so far as i)0ssible for this 
work in music. The general assembly hall will serve for the practice of glee 
club, and choruses, and for commimity singing, but for class instruction and 
oichestra training at least one separate room will be required. The school 
should also provide the music stands and the musical instruments required 
by the school orchestra or band if necessary, and a suitable storeroom for 
all nuisical instruments and ecjuipment belonging to those organizations or 
to the school. The high-school orchestra maj' in turn save the exjiense to the 
school of hiring professional musicians foi' the school graduation and for 
other community or school programs. 

Other work in fine arts, including drawing, jjainting and designing, will 
require at least one room. 

School Club and Society Rooms. A ^a^iet\- of clubs and societies of a 
social and educational nature aie found in a modern high school. These or- 
ganizations include music clubs, literary societies, dramatic associations and 
other similar groups, which should be definitely recognized by the school 
and have suitable meeting rooms provided for them. Their needs are of 
such importance and frequency, as to justifj' the provision of rooms especially 
fitted to meet these needs for a lecture, club and society room, as the usual 
classroom cannot serve such pm"])ose in other than an imperfect and unsatis- 
factory wa}-. One larger and two smaller rooms are recommended for such 
use. The organizations that use the rooms !ii,i>- und(>rtake to jirovide ]iic- 



ScJioul Surrct/ of Lairrencc. 29 

liire^. lUK--^. Hnd window haiitiinjis for such rooms, letniny, tlic school to pro\i<h^ 
chairs and a suitable table. It is important that the educational values of 
such extra-curricular activities should be jirovided for as carefully as thc^ 
scholastic side of school life. The life habits of pupils will be influenced in a 
desirable way by the social agencies that accompany institutional democracy. 

Administrative Office. At the present time the principal's office is a con- 
tracted and much o\ercrowdedi place even for the simpler fimctions that such 
an office is e.xpected to perform. For simply holding a conference with pupil, 
teacher, parent, or official visitor, the present arrangement is ^ery unsatis- 
factory. In fact the only room available for any such business of the high 
.school principal's office is a small gallery type of room owv the outside en- 
trance, and reached from the business office by a stairwa>' of a dozen treads. 
Even this inconvenient room is small, has no artificial lighting, and 1h(> natural 
lighting is not good. 

The principal's office should i)rovide for the business and administnitive fea- 
tures of conducting a high-school organization. There nuist be space suffi- 
cient for several i)ersons besides the office staff in the office at one time. 
Sufficient space should be jMovided there for conveniently filing all school 
records and data of a statistical natiu'e for later use and reference. The ad- 
ministrative duties of the ]irincipal and the needs of man\- pri\-at(^ conferences 
makes a private dixision of the office essential. 

Science Laboratories. Laboratory rooms are needed for i)hysics, chemistry, 
cooking, agriculture and biological subjects, and two available lecture rooms 
for science subjects. Special provisions will also be required for sewing, and 
honiemaking instruction. This will require a room for sewing, with a fitting 
and laundry room adjoining. For cooking instruction one room should i)rovid(> 
for several unit kitchens (or kitchenettes). A pantry room and a dining 
loom of moderate size arc also needed. 

School Lunchroom. Adequate and attractive lunch room pro\ isious should 
be made for the girls and boys who carry lunches and for serving hot lunches 
to teachers and students who maj^ wish to or be required to lunch at school. 
Kitchen and pantry facilities must be near the lunchroom. Plain tables and 
chairs for 150 to 200 persons will be needed if hot lunches are ser\ed at the 
school, and this equipment is \er>- desirable for the health and convenience^ 
of both tlie students and teacheis who do not go home. 

Girls' Rest Room and Nurse's Office. There is need of a girls' rest room. 
provided with sufficient furniture to make it suitable as an emergency or 
resting room, where aquiet place to recline may be found in cases of faintness. 
accident or illness. This room should also be fitted with an emergency wash- 
bowl and toilet facilities. It may well l)e combined with the school nur.se's 
room. 

Teachers' Rooms — Men and Women. In the buildings that hou.se the high 
school now there is no iilace a\-ailable for teachers to go to si)end a vacant 
period, to prepare work for a later class, to pass the noon hour or to hold 
even a small committee meeting. Such rooms to be used as teachers' rooms 
are found in nearly all modern school l)uildings. ((Jue for women teachers 
and one for men teachers.) 



30 University of Kmisa.s. 

Toilet Rooms and F'acilities. The main toilet rooms should be found on 
the ground floor, well provided with heat, light and ventilation, and con- 
veniently located w'ith reference to corridors, stairways of exits. At least one 
emergency toilet seat for boys and one for girls should be provided on each 
floor of the building. Toilets should be clearly designated at entrance, and 
privacy should be preserved by the use of light-weight, white, swinging doors 
on all toilet booths. Such provision is not now found in the boj's' toilet. 
Ofl[ices, teachers' rooms, dressing rooms, gymnasium and janitor's room should 
also be provided with toilet conveniences. 

Shops and Manual Training Facilities. It is the con\-iction of the survey 
staff that after the junior high school is permitted to take o\'er the rooms that 
Ivdve first been refitted for their needs in the [jivsent senior high-school organi- 
zation, the mechanical equipment and manual training rooms of the junior 
high school will then also serve quite adequately such needs of the senior 
high-school boys as will need to be provided for in this work. A shop on the 
ground floor for the agriculture work, with a wide outside entrance, should be 
iirovided in the new building for work on agricultural tools and machines. 

For training in trade school subjects it is now quite possible for the school 
authorities to reach a cooperative agreement with Haskell Institute for vising 
a part of the splendid ])lant and equipment that are now provided at that 
institution. The officials of Haskell have already indicated the feasibility of 
such a plan. The survey staff believe that the high school should ofTer trade 
work to those who desire it, and they heartily commend the plan of coopera- 
tion suggested. But the high school should do more than offer the trade work ; 
it should exert itself especially to make the opportunities offered in trade 
l>reparation seem attractive. High schools in general have been far too prone 
to oft'er adequate and attractive preparation for the professions alone. The 
public high school does not meet its full obligation if it does only that. The 
needs of business and of the skilled trades have at the same time suffered 
neglect. W. D. Lewis says,* "At i)resent thousands of men whom the Lord 
intended to follow plows and drive nails are gouging each other and mulcting 
the public in the shabby-genteel crush after patients, clients, and congrega- 
tions." If this is true, the one-sided school emphasis is in part responsible. 
.\nd as for compensation received, the tradesman now surpasses the minister 
and the doctor in numerous instances. 

Facilitie.s for Business Education. Following a similar trend of thought 
there is an obligation resting upon the public high school to provide as good 
preparation for the boj^ or girl who will enter business without university 
training as it now gives for entering the classical or engineering courses in 
college. The school cannot defend the avowed offering of better educational 
opportunity to one group than to another group. Not only should the course 
in business training be offered, but it should have the influence of the school 
officials to give it dignity and prestige. The school should not suffer it to be 
classed as an opportunity for pupils of lesser abilitj', nor to be brought into 
disrepute because it includes some pupils who are not looking forward to 
university work when the larger number in high school are preparing for the 
universitj'. 

* In "Democracy's High School," by W. D. Lewis. 



School Surrey of JAnrrcncc. 81 

8uch a course must give iiructical business training and be fundamentally 
educational in the fields that fit for modern business i>ursuits. It should re- 
quire the equivalent of four years' work for graduation, but be so organized 
that each year will give training of definite value to those who must drop out 
without completing the course. Table 13 of this report shows that more than 
36 per cent of the high-school drop-outs reported in that table did not like the 
school or could not get the training that they wanted. In their present occu- 
pations 30 per cent are employees, manj^ of whom are in clerical and com- 
mercial service for which they need business training. Twenty-one of these 
drop-outs state that they went to the Lawrence Business College for training 
that they could not get in the high school. Table 22 provides the information 
that 18.7 per cent of the fathers of the senior high-!?chool jnipils are engaged in 
business, and nearly as manj' of the fathers of junior high-school pupils. 

In table 24, 7.5 per cent of the senior high-school jnipils and 13 per cent of 
those in the junior high school report business pursuits as their preference for 
life work. It is also possible that some of the large group of "undecided" 
pupils reported in that table would find it easier to state their preference of 
life work if the school offered a greater diversity of instruction which included 
business educatipn. E\en among the occupations of the graduates of the past 
six j'ears it is shown in table 6 that one-third of them for whom there is a 
i-ecord and who are not students are employees. Two-thirds of these em- 
liloyees are engaged in business and commercial work for which the school 
gave them no definite training. The course in business training should provide 
actual training in the approved methods and standards of the business world 
and train the business intelligence, giving no place to academic work whose 
chief value is its claim of "mental discipline." 

The Junior High-school Building. At present the junior high school is 
liadly housed in a building constructed for elementary school use, and rather 
badly constructed for any school purpose. There is a shortage of rooms, many 
of wliich are ill adapted for the piu'poses used. Both natural and artificial 
lighting are grossly deficient in a majorit3^ of the rooms used. Some classes 
now report for shopwork at the manual building of the senior high school. 
Other classes recite in the partitioned ends of the corriders or in closet-like 
sections of divided rooms. The situation seriouslj^ impedes the right kind of 
instruction, which is the chief reason for the existence of a junior high school. 
Relief should come without delay. 

The suri'ey staff agree in the statement foimd in section II of this report 
that the building provisions for the junior and senior high schools should be 
verj^ similar, unless their pro.ximit.v makes certain features such as manual 
shops available for the common use of both. 

But until such time as a new junior high-school building may be feasible as. 
a part of the building j^-ogram outlined for this commimitj-, it is the recom- 
mendation of the survey staff that the three buildings of the present high 
school plant be fitted for meeting the needs of the junior high school so far 
as possible, and in a manner similar to that suggested in section II, after a 
new senior high-school building has been constructed. 

High School Unity. It should be frankty acknowledged that something 
more than fine buildings, adequate equipment and a well-developed curriculum 
are required in the making of a modern high school. Unity of attitude and 



32 Unirersity of Kansas. 

purpo.se aie paiticuhiily needed in promoting the riglit si)irit and in giving di- 
rection to the liigh-!?chool organization. The high school should be regarded 
as a unit for cdu'Cational purposes, in spite of the fact that for administrative 
convenience it has the junior and senior divisions. The condition prevailing in 
Lawrence is the reverse of this. There should be harmony, correlation and 
continuity in subjects of instruction offered. This means the elimination of all 
duplicated, imrelated, or useless work; and the mutual recognition of credit 
for the work done or instruction receiAed. The courses offered should by all 
means take note of what precedes and what will follow them. The student 
should find no discordant break as he passes from junior to senior high school. 
"Educational continuity from the eighth to the tenth school year is as neces- 
sary as it is from the fourth to the sixth school year. 

The only effective means of securing these objectives of )inity and con- 
tinuity is to allow them to determine the form of organization that is b<s( 
suited to the accomplishment of them, or else the form of organization will 
determine the objectives. Among the several plans for achieving this sort o\ 
organization the plan which the suivey staff regards as sujierior and which they 
recommend is as follows: The appointment of a principal of the six-year 
high-school organization who shall be recognized as the administrative head of 
the high school; and of an assistant principal, who shall be directly in charge 
of the junior division of the high school. The sphere of influence and au- 
thority of both the principal and the a.ssistant i)rincipal would be extended a- 
compared with the present plan of ha\ing two independent principals — onr 
for each division of the high school and whose authority and influence are 
mutually exclusive. It would be particularly true for such ])urposes as advi.— 
ing with or seeking conferences with teachers or groups of teachers in either 
division. The specialized duties of the two persons might continue much as 
they are at present but each would in addition feel a resi)onsibility for securing 
unity of puri)ose and organization in the high school thus regarded as a uni- 
fied wdiole. Harmony of attitude of the officials mentioned would natuiali\- 
be required in the working out of their problems. 

The plan here suggested for seciu'ing greater miity of organization and ;i 
correlation of procedure in the two dJAisions of the high school may be su]>- 
plemented, if desired, by a principal's council or by teacher committees 
charged with the responsibilities of studying conditions and making sugges- 
tions for improving the school instruction in such fields as health, tatizenshii>. 
vocational preparation or socialized activities. Such resjionsibility of com- 
mittees or council might then pertain to both divisions of the high school and 
the plan would serve to bring the teachers participating into more definite 
contact with essential school problems. But the council or committee plan 
should in no way be regarded as a substitute plan for a better administrati\c 
organization for relating the two separate di\'isions of the high school. 

There is considerable objection to depending on the i)lan of employing de- 
partment heads for the purpose of securing the cooperation and unity de- 
sired. The objections to such a plan are: (1) That the usual department di- 
visions are not inclusive of all the pupil interests that must be provided for; 
(2) that certain duplications and conflicts of authority are produced ; (3) that 
the importance of each subject is easily overevaluated by the department 
heads, and the teaching of subjects instead of students is frequently the re- 



School Surrey of Lawrence. 33 

suit; (4) the type of instructor qualified to direct the teaching and approve 
the content of a subject in both junior and senior high schools is not easy to 
find. 

This is one of the important problems relative to the administration of the 
high school that the board of education has to decide. There is no question 
but that the present lack of unity and cooperation is a detriment to the better 
work of both divisions of the high school and calls for early correction. The 
unfairness of such a situation is felt most directly by the pupils. They are the 
\-ictims but they are helpless to remedy it. The remedy must be administra- 
tive, coming from above. 

The High School Records. In guiding the administrative procedure in a 
high school, in the supervision of instruction, in the formulation of policies, 
in giving vocational guidance, and for general informational piu'poses, the 
high school needs the most comi)lete, simple and convenient system of rec- 
ords that it can find or devise. The keeping of records should include much 
more than the scholastic marks of pupils, and if they are to be kept in an ac- 
curate and intelligent manner it will mean that a designated clerk, teacher oi- 
assistant should be trained in and made responsible for the keeping of all per- 
manent pupil records. Standard record cards are available, b\it the manner ot 
recording the facts is also highlj' important. 

It is important that virtually all the facts of a pupil's school record should 
be on the same report or card, properly filed so as to protect and preserve it. 
The value of those records is indicated by the fact that it is not unusual for 
schools to provide "fireproof safes or vaults where such records are secureh' 
stored and locked when not in actual use. The record itself should be simple 
but comprehensive, so that one may get a statement from it of the indi- 
vidual's scholastic, social and physical traits. His personal qualities, interests 
and attitudes may also be recorded such as vocational aptitudes, participation in 
extra-curricular activities, and his attitude toward responsibility or social right- 
mindedness. All successes, failures and repetitions should be stated on such a 
record card (not merely a report of the passing grades), and the facts of 
health, age, address, attendance, etc., should also be givc-n. These record.^ 
should be similar for both divisions of the high school. 

SUMMARY OF CHAPTER II. 

1. The present high-school plant is grievously inadequate for the present 
(iurriculum demands and hopelessly tleficient for providing the kind of edu- 
cational opportunity which a public high school should provide and which 
a preparation for democracy demands. 

2. A modern high school must provide the opportunities and equipment 
demanded by a modern conception of the objectives of secondary education 
for a democracy. 

3. Health training, health habits and health information should be definitely 
provided for by means of a separate gymnasium for boys and girls, and other 
facilities required for physical and health development. 

4. The percentage of pupils in junior and senior high school who get any 
regular and health building exercise other than home chores or walking to 
school is small. The report on how their leisure time is spent emphasizes the 
situation stated but is in contrast to the pupil's statements with reference to 
favorite pastimes. Many of the pupils earn money outside of school. 

' 3— K. U. Ext. Bui.- 121-2 



34 University of Kanscifi. 

5. A school library of approved type combined with a study luill is one of 
the essential needs of the high school. It is evident that many of the high- 
school pupils are not forming desirable librarj' habits, but 90 per cent of them 
are regular patrons of the movies. 

6. The assembly room is an essential part of the provisions of a modern 
Jiigh school. 

7. The value of music and other fine arts should be definitely realized and 
provided for, esjoecially as socializing factors and leisure interests. 

8. Club and society rooms for the use of music, literary, dramatic and simi- 
lar associations are demanded in a building that provides adequately for the 
recognized objectives of secondary education. 

9. Other definite needs include an adequate administrative office: a school 
lunch room; a girls' rest room; teachers' rooms; laboratories for physics, 
chemistry, biolog}^ agriculture, and homemaking; and better toilet facilities. 

10. The shop facilities of the junior high school will accommodate the 
senior high-school i)upils in manual training. A room for agricultural me- 
chanics should be provided in the new building. Trade instruction should be 
offered bj'' arranging with Haskell Institute for the use of their well equipped 
.<hops. 

11. The school-should offer a well planned course giving a ])ractical and 
rather fundamental training for business pursuits. 

12. The junior high school is using rooms neither suited nor suitable for 
class purposes. After a new building is provided for the senior high school, 
its present plant, when remodeled to meet the more pressing needs, should be 
occupied by the junior high school. 

13. The plan of organization here recommended for securing unity and 
continuity of educational and administrative direction in the high school, is 
the appointment of a principal as administrative head of both divisions with 
an assistant principal directly in charge of the junior high school. 

14. The high school records should be of a revised type, complete and 
continuous, also .-similar for both divisions of the high school. 



School Suri'cy oj Lawrence. 



35 



CHAPTER 111. 
Facts of Social Significance Relative to the School Population. 

The Father's Occupation. By tlie use of the question blank previously 
mentioned, several items of information were collected with reference to 
social and educational factors pertaining to the present school population. 
The following table shows the distribution of occupations of the fathers of the 
pupils in each of the school divisions reported: 

TABLE 22. — Percent.\ges of Pupils Whose Fathers are in Each of the Occupational Lines Named. 





Senior 
High 
School. 


Junior 
High 
School 


Elementar\- 
grades, 3-6' 
inclusive. 


Professional . . 

Business 

Employees 

Skilled labor 


11.8 
18.7 
13.7 
17.9 
30.0 
7.8 
16.0 


12.9 

16.1 ^ 

16.9 

20.9 

10.8 

22.4 

13.0 


10.4 
12.8 
19.9 
14 2 




8 7 


Unskilled 


33.5 


No record 


8 8 







It appears that ll.S per cent of the fathers of the senior high-school pupils 
are professional men, 18.7 per cent are business men, etc. This table makes it 
evident that the school draws its pupils from a varietj' of homes, but the 
fact would be even more evident if all the different professional or business 
Hnes were listed completely instead of in summarized groups. The percent- 
ages for emploj'ees and unskilled workers are much higher in the elementary 
grades. This is surelj' a significant fact for the school officials to recognize. 

The fact is also wortlw of attention that the percentages of fathers who 
are classified as professional, business and employees in this table are consider- 
ably higher for both senior and junior high-school pupils than the percentages 
which these occupational groups form of the total of registered voters for 
the city as reported in the Lawrence Social Survey. (They are reported there 
in same order, 10.8 per cent, 13.9 per cent and 10.2 per cent.) .But the per- 
centage of fathers in skilled and unskilled labor groups as reported in table 
22 is, for the senior high school, much lower than the percentage of voters 
found in these occupations according to the same authority quoted abo\-e. 
(The percentages reported there are 20.8 and 23.9.) 

It should be noted also that there are many pupils in school whose mothers 
work outside of the home. While the number is less than 14 per cent of the 
Total, yet 124 of the high-school pupils and 108 of the elementary pupils re- 
port that their mothers are employed outside of the home at the occupations 
as shown in table 23. 

TABLE 23. — Occupations op the Pupils' Mothers Outside of the Ho.me. 





Cooking, 
housework. 


Em- 
ployees. 


Teacher, 
nurse. 


Skilled 
work. 


Miscel- 
laneous. 


Total. 


Total number of — 

Boys 

Girls 


47 
59 


30 
38 


8 
11 


9 
10 


12 

8 


106 
126 









36 



University of Kansas. 



The mothers of 47 boys and of 59 girls do cooking, housewoik or kindixd 
service outside of the home. It happens that 34 of the boys' mothers and 41 
of the girls' mothers reported in the above table are colored. While this 
makes the percentage of colored mothers working outside ^of the home higher 
(38 per cent) than for the total, the white mothers so employed are more 
than 2 to 1 in actual numbers for all the mothers employed. The facts found 
in this table should be taken into consideration in any effort to provide for 
the situation as it is in the particular community. 

The following information is significant in formulating high-school currini- 
lums : 

TABLE 24. — Occupations Which the Pupils of the L\wbence Schools Pl.\n to Follow. 
(Percentage basis.) 





*Senior High School. 


*.Junior High School. 


Elementary (3-6). 




Boys. 


Girls. 


Boys. 


Girls. 


Boys. 


Girls. 


Learned profession.'^ 
Other professions 
Business pursuits 
Engineering 

Sicilled traficK 

Farming 


10.7 
5.9 
5.9 

27.4 
5.9 

14.2 
0.0 
1.4 

28.6 


31 8 
19.4 
11 3 
0.0 
0.7 
0.0 
2.0 
2.0 
32.6 


4.9 
6.0 
12.1 
23.1 
16.5 
8.3 
0.0 
6.0 
22.5 


25.0 
19.8 
14.0 
0.0 
0.0 
0.0 
4.2 
3.1 
33.7 


9.7 
5.6 
9.0 
15.7 
27 2 
19^5 
0.0 
6.2 
6.3 


46.3 
24.2 
10.4 
0.0 
0.8 
0.6 
10.1 




1.7 


Undecided or no record.. . 


5.6 


Totals 


100 .T) 


98.8 


99.9 


99.8 


99.6 


99.7 



' 681 pupils in senior high school; 374 in junior high school; 694 in elementary grades, 3 to 0. 



This table reads: 10.7 per cent of all the senior high-school boys and 31.8 
per cent of all the girls in the senior high school plan to prepare for a learned 
profession. Six per cent of the boys and 11.3 i)er cent of the girls in the 
senior high school expect to follow a busiiK^ss career. Twelve per cent of 
the boys and 14 per cent of the girls in the junior high school plan on business 
pursuits as a vocation. 

Practically 86 per cent of the students in both the junior and the senior 
high school state that they expect to attend a college or university. The 
remainder are either undecided or do not expect to go to college. Only S 
or 9 per cent of the p^ipils in either division oj the high school felt certain 
that they would vol go to college. The reasons offered by them for such de- 
cision varied from lack of desire or financial restrictions to preference for 
learning a trade or going into business. 

In the elementary grades above the second 94 per cent of the pupils are 
planning on entering high school and those who do not plan to do so seem 
to feel that the high school will not gi\Q them what they need because they 
do not expect to enter the university. 

In table 25 are reported the reasons whj^ 69 pupils did not enter high school 
after they had completed the eighth grade — part of them in the years 1914 
and 1915, the others in 1919 and 1920. These pupils or their parents were 
interviewed to ascertain .-^o far as possible the reasons for their failure to enter 
high school. 



School Surrey of Lawrence. 

TABLE 25.— Pupils' Reasons for Not Entering High School. 



37 





Couldn't 
get work 
desired. 


Went 
to other 
school. 


Entered 
nigh 
school 
later. 


Eco- 
nomic. 


Died. 


Moved. 


Other 
reasons. 


No 
reasons. 


Totals. 




3 




3 
10 


7 



1 




1 


10 
12 


1 
2 


5 


31 


Oirls 


38 




69 



It is significant that 14 pupils iHd later enter high school and 13 others 
entered other schools, many of them entered Oread or the Lawrence Business 
College. It is also probable that many who moved continued their schooling. 
TABLE 20.- The Distribution of School Pupils With Reference to Place of Birth. 



Where born — 


In 
Lawrence. 


Elsewhere 
in Kansas. 


Not in 
Kansas. 


No 
record. 


Totals. 


Senior High School; 

Boys 

Girls 

Per cent . . 


<)8 
118 
31 7 


IOC) 
167 
40.0 


70 
98 
24.6 


- 

14 
10 
3.5 


288 
393 


■Iimior High School: 

Boys 

Girls 

Percent... 


83 

77 
42.8 


54 
67 
32 3 


41 
44 
22 7 


4 
4 

2.1 


182 
192 


1 :iementary School : 

Boys 

Girls 


202 
267 


70 
86 
22.5 



3 
1.1 


338 
356 


Per cent . 




^6.4 





The table abo\-o discloses the information that between 70 and 80 per cent 
of the pupils found in the elementary or high schools were born in Lawrence 
or elsewhere in Kansas. But more than 20 per cent of the pupils in each 
school division were born outside of the state of Kansas. This number is neai' 
25 per cent for the senior high school. The assumption made by F. W. Black- 
mar in the Lawrence Social Survey that "Practically all of the children in 
Lawrence are Kansas born," is not substantiated by the facts presented in 
table 26. 

T.\BLE 27. —The Number of Brothers a.nd Sisters of Pupils in School. 
(Percentage basis.) 



Number of brothers and sisters in family 
u^ of white pupils — 





1 

170 

155 

21.0 

14 

18 

16.2 


2 

159 

159 

20.5 

21 

23 

22 3 


3 

127 

167 

19.0 

5 

18 

11.6 


4 


5 


Totals. 


Totals for: 

Bovs 

Girls 

Per cent of totals . 

.Same for colored pupils 
Totals for: 


97 

92 

12 2 

16 

16 

16.2 


80 
120 
12.8 

14 

14 

14 2 


86 
140 
14.5 

19 

19 

19.3 


719 
833 
100 

89 


Girls 


108 


Per cent of totals 


99.8 



This table shows that 12.2 per cent of the 1752 white school jnipils reported 
lKt\-e no brothers or si.sters. That would of course mean that tliere is only one 
child in the family. Similarly 16.2 per cent of the 197 colored high-school 



38 



University of Kaiisas. 



pujiils have no brothers or sisters. The families in which one brother or sister 
is found would have two children, as the child reporting: was not included in 
the distribution stated above. Accordingly it appears that the average num- 
ber of children in the families of the white school pupils is 3.5. and for the 
colored pupils it is also 3.5. There is a source of inaccuracy, however, in 
using these facts for other purposes than as applying to the pupils in school, 
for it is true that in not a few cases different pupils from the same famih- 
reported the number of brothers and sisters independently. This fact would 
naturally tend to multiplj' the number of times the larger fasiilies were re- 
ported, but our intei'est here was not so much in the distribution of famiii(>s 
by size as in the kind of families from which the pupils come. 

' TABLE 28. — The Amount of Schooling of Older Brother.s and Sistkrs of Pvpils in School. 

(Percentage basis.) 



Never in Iligli School. . 

In High School now 

Have attended High School 
Graduated from High School 

.Attended University 

In University now 

Graduated from University . . 
No record 



Pupils 

in Senior 

High 

School. 



21.0 
10.5 

18 
11.5 
10.0 

19 
10.0 



Pupils 

in Junior 

High 

School. 



25.0 
22.0 
16.0 
9.5 
4.5 
15.0 
7 



Elementary 
pupils. 



25.3 
26.5 
U 

9.5 
2.0 
9.5 
7 
9.2 



Total 

number oi 

brothers and 

sisters. 



482 
386 
315 
218 
119 
311 
174 
70 

2,075 



iS'uTK.-lii Liie senior high school there wove 28G )Hipils who reported that they have no 
older brothois or sisters; in the junior high school the number so reported was 141; and in 
the elementary school it was 332. 

From the above table one maj^ read that practically one-fourth of the older 
brothers and sisters have never attended high school. P^rom 11 to 18 per cent 
attended high school for a time but did not graduate. Another 10 per cent 
graduated fi-om high school but did not go any further. We may observe from 
these facts that for the senior high-school i)ui)ils 61 per cent of the older 
brothers and sisters did not reach the university. Another 10 per cent attended 
the university but did not stay to graduate. Only 29 per cent of these older 
brothers and sisters are either present students or graduates of any universil\'. 

T.\BLE 29.— Wh,\t the Occupations are of the Older Brothers ivnd Slsters of the Pupils Now 

IN School. 
(Percentage basis.) 



Of pupils in — 


Senior 
High School. 


Junior 
High School. 


Elementary 
grades. 


« 

Total number 
of pupils. 


Students. 

Professional 

Employees 

Business 

Homemaking 

Farmer 

Skilled labor 

Unskilled labor 

No occupation or no record 


29.5 
10.2 
10.4 
15 
11 
10.4 
5.6 
5.8 
15.5 


37.1 
7.3 
6.5 
1.7 

10.0 
4.1 
7.3 
9.0 

16.9 


36.3 
4.6 
7.3 
2.8 

11.7 
4.3 
6.7 
6.3 

19.9 


699 
157 
175 
42 
229 
141 
134 
137 
361 


Total percentage 


99.9 


99,9 


99.9 


2,075 



School Surrcj/ of Lawrence. 



39 



For tlie junior high-school pupils, 73 per cent of the older brothers and sisters 
have not gone beyond the high school although a larger percentage are still in 
high school than is true for the senior high-school students. 

In studying the occui)ations of older brothers and sisters, we find that from 
30 to 40 per cent of thcnn are classified as students, and that for another 15 to 
20 per cent of them no occupation is given. It thus appears that 50 per cent 
or more of the number have either not yet selected or not entered upon a life 
occupation and any comparison pertaining to the occupations reported would 
be limited by the fact that this ])ortion ha\e no occupation beyond merel>- 
temporary pursuits. 

TABLE .30.— Showing How M.\ny Pvi'Ils Rwe the Following .Articles Pkovided \t Theii: Humes. 

(Percentage basis.) 



■"iir pupils in 



.\utomobiIe 

.Sewing machine 

Electric iron 

Piano 

Victrola or lilie in.stniinciit 
V acuura cleaner 
Electric washer . . 
Fireless cooker . 

Gas stove 

Gas engine 

Typewriter 



Senior 
High School. 



54.9 
96.1 
55.0 
74,0 
94.8 
38.6 
22. 3 
22.0 
70 
20 4 
33.2 



1 

.Junior 


High School. 


46.5 


96.2 


50 


70.3 


51.9 


31.5 


20.8 


19.5 


74.9 


10.7 


26.5 



Elenicntaiy 
grades. 



Total 
number ot 
pupils re- 
porting "yes.' 



838 

l,65(i 
884 

1 , I6r> 

861 
542 
362 
323 
1.226 
23(1 
481 



eqmp- 



This table states that 54.9 i-er cent of tiie senior an(i 4()..") per cent of th 
junior high-school pupils have an auto or autos at home. 

It should be borne in mind that the percentages in this table refer to tli 
distribution of pupils, not to percentages of the homes. 

The articles mentioned in the above table are significant pieces of 
inent found at many of the homes from which the school pupils come, 
are related to the experience of these pupils and quite naturally form a part 
of that experience. The school should be able to profit by the inforniation 
found in this table in making more practical contacts with the homes. ISJorc 
than nine out of every ten of the pupils come from homes that have scwin.i!: 
machines. The school also provides sewing machines, but apparently no one 
has found out whether the school has the prevailing kinds found in the home.-s 
of the pupils. Two models of machines are provided at the school but there 
is no electric sewing machine even for demonstration purposes. Some of the 
pupils have an electric sewing machine now and others will later have one in 
their homes. The .school should not fail to take note of such a fact. 

It may be said, from the data of table 30, that 70 per cent of the school 
pupils come from homes in which a gas stove is used all or a part of the time. 
(Jn the other hand, 30 per cent of the pupils come from homes which do not 
have gas stoves, still tiie instruction in cooking at the school is done ex- 
clusively on gas plates ; and cooking with gas is not the same thing as cooking 
with coal, wood, oil, gasoline or electricity. Pupils should learn to expect re- 
sults to be somewhat conditioned by varied situations and by the equipment 
used. There is constant need that tlie school should guard against the aca- 



40 University of Kansas. 

(lemic and artificial even or perhaps especially in such subjects as cooking, 
laboratory, seving, and shopwork, where it should be easy to give the work 
much of practical and concrete adaptation. 

Some of the pupils in families that have autos must drive the family car or 
truck, but the school is not taking full advantage of this kind of experience on 
the part of the students for practical training in the jn-inciples of physics and 
mechanics in a waj'- that will make evident to them the practical helpfulness 
of the school instruction. The junior high school is provided with a single 
gas engine from an automobile, but it is studied as a structural or anatomical 
study, apart from its normal function of making the auto wheels "go round. ' 
Hut even the provision of such equipment marks a progressive step toward 
making the instruction real for the individuals instructed. 

More than 7 out of every 10 pupils in the high school come from homes 
tliat have a piano. Fifty per cent of the high-school pupils have instruments 
of the Victrola type in their homes, but the school is using but a smtdl part of 
its potential opportunities to stimulate and develop the musical possibilities 
which are lying latent in its students. 

Fireless cookers are finding increased favor in general use, and they are 
found in the homes of one in evcrj' five high-school pupils; but the only piece 
of such equipment that either division of the high school is now able to claim 
is part of an older model that has been rendered useless by the complete loss 
of its whole inner section. If there is anything that should be learned by 
]»upils regarding the use and care of such equipment both divisions of the 
liigh school should be amplj- provided with means of instruction. 

SUMMARY OF CHAPTER III. 

1. The occupational distribution of the pupils' fathers suggest that the 
pupils come from homes of widely-varied interests. The high school is not 
equally successful in holding the pupils of the different groups. 

2. There are 106 boys and 126 girls whose mothers work outside of the 
liome. One-third of these pupils are colored, two-tiiirds are white. 

3. The choice of life work by the pupils shows a wide variety of interests 
represented, with approximateh' 30 per cent of the high-school students un- 
decided. 

4. The 10.5 per cent of the pupils who did not enter high school on com- 
pleting the eighth grade were interviewed to discover their reasons for not 
going to high school. Without counting those who had moved away, it was 
found that 40 per cent of them had entered either high school or other school 
at a later date. 

5. More than 70 per cent of the pupils in junior and senior high schools 
were born either in Lawrence or elsewhere in Kansas. 

6. Eighty-four per cent of the colored pupils and 88 per cent of the white 
pupils report that they have brothers or sisters in the family. 

7. Fortj"^ per cent of the older brothers and sisters of the high-school pupils 
have either never attended high school or did not stay to finish. Less than 
30 per cent are either students or graduates of a university. 

8. The older brothers and sisters are engaged in varied occupations, but 
the student and homemaking occupations head the list. 

9. There are many forms of practical contact that the school should make 
with the home and with other agencies that influence education. 



School Siirreu of Ijiirroicc. 



41 



CHAPTER IV. 
School Provisions to Fit the Pupils' Needs. 

riiis chapter appears only in abbre\iated form here, but it was reported in 
lull to the board of education. Several pictures of actual situations are repro- 
duced, and the summary of the chapter appears in full. 

The absence of adjustable or right-sized seats; the placement of black- 
lioards. coat hook?;, handrails, drinking fountains, washbowls, soap containers, 




Illustration I. — Showing part of the furnacr 
iiad the exposed woodwork of the floor directly 
.ibove it, forming an obvious fire hazard, in tlu- 
Pinckney elementary school. 

and towel racks so that it is difficult or imp6.ssible for the smaller children to 
use them; and the provision of only adult toilet facilities for the youngest 
pupils, are all treated more at length in the full report. 

The need of more adecjuate fire protection and fireproofness for the ele- 
nieutary schools, the expostue and openness of the school toilets in some school 
buildings, and certain unsanitary conditions that demand correction comprise 
the remainder of this chapter. So general are the shortcomings and omissions, 
especially in the elementary school buildings, that it has seemed important 
to direct attention to guarding against their repetition in any later school 
construction, and also to secure corrections of the more serious features 
l^ointed out in the present building.*. 



42 



Unii'crsitij of Kansas. 




Illustration II. — Another view in the same furnace room, showing an 
accumulation of tlie materials of waste and lubbish where a bad fire may get a 
rapid start. 




Illu.'ituvtki.n' III. — This wooden fire tiap of a stairway is the only inside 
stairway to the basement and toilet rooms m the Pmckney school. The base- 
ment is also used for an inside play room, and not even a fire door separates 
the furnace room from this dangerous wooden stairway. 



S'-liool Siirrcn of L<nrrence. 



43 




Ir>LUSTii.\Tinx IV. — Here is shown part of the 
furnace room in the Woodlawn school. Only a 
match or a spark is needed to start a bad rire, 
and the exposed wooden joists above will quickly 
lie enkindled. 




iLliUSTRATTON \'.— Showing the cxiiosed ceiling and tli 
in the (Juincv school. 



44 



University oi Kansas. 




Illustration VI. — This open fire trap stairway in the New York school 
is the only clirtH-t exit from the girls toilet room, which is even a worse 
firetrap. r 





1 



Illustration VII. — Showing the exposure and lack of seclusion of the 
girls' toilet room in Pincknej" school, as seen from the main basement 
corridor. 



School Surrci/ of Lawrenc( . 



4o 




Illustration VIII. — .showing the exposure of the boys' toilet in the Pinckney 
school, as it is seen from thn general playground throiigh the open door. 




Illustration IX.- — Showing the exposure of the boys' toilet in the Quincy 
.school, as seen from the school playground. 



46 



I'niremiti/ of Kansa.^ 



There is not niucli seclusion ]irovide(l in the situations pictured in the 
preceding pages; neither is there convenience and safety of approach. The 
responsibihty for such conditions as those indicated in the preceding pages 
must rest finally upon the board of education. It is their duty to keep the 
schools tit for the functions that they are intended to serve, safe for their 
occupants, suited to the needs of the children housed there, and as well 
provided as possible for the task that is imposed upon their teachers. It is 
also a part of their duty to inform the public of the needs of the school and 
to ask for the funds needed to make them what thev should be. 




Illustrvtiox X. — The entrance and approach to the girls' toilot in Q\ 
srhool, as seen fioiii tin- ,j;\uitoi''s quaitfrs. 



SUMMARY OF CHAPTER IV. 

1. In none of the elementary schools of Lawrence is there any (evident 
attempt to make the school provisions fitted or adapted to the ])upils' ntH^ls. 
The situation in the high school is similar. 

2. The school seats jirovided are usually of only one size, and nonadjustable. 
Tlie few that are adjustable have not been properly adjusted. 

3. The school blackboards, coat hooks, stair rails, ch-inking fountains, wash- 
bowls, soap containers, and i)aper towel racks are uniformly placed too high 
in the elementar.y buildings for 25 to 50 jier cent of the pupils who are ex- 
])ected to use them. 

4. Toilet facilities are not a(la])ted in any way for the smaller cliildren who 
form a large group of the pupils in these buildings. 

5. The absence of firei)roofness and the presence of grave fire hazards in 
se\eral of the elementarj' schools of Lawrence are intolerable and cry out 
for reasonable protection for the lives and safety of the small children 
housed therein. 

6. There is an almost primitive lack of seclusion and privacy in the school 
toilet provisions of some elementary schools, making the 'cultivation of right 
habits and attitudes on the nart of pupils, with reference to decency and polite 
standards, extremelv difficult. 



School Surrci/ of L(iirr()ice. 47 

CHAPTER V. 
Courses of Study for Junior and Senior High School. 

Since a well-built .school buildinji' is a tentati\"ely permanent structure, it 
should be erected not onlj- with present wants but also as much of future re- 
quirements as can be determined in view. Consequently, it is necessary to 
.inalyze the curriculum as it is, as it should be now, and to suggest the 
changes which are most likely to be demanded as the result of successful ex- 
]u^riment in the most progressi\e high schools and the studies of scientific 
educators. On this basis building i)lans may be constiaicted to meet present 
needs and discount as nuich as pos.-;ible the cost of future changes. 

Thr troul of present-da i/ high-schnol rurrinila can be set forth with a fail- 
dcgrc(> of accuracy. Following in the w:d<e of the college curriculum the old 
rigid course of studies has disintegrated. A large number of new subjects 
h;i\e been introduced to enrich the opportunities offered for \aried cidtural 
.lud utilitarian study. This relaxing of the old requirements has led, as in 
the higher realms of education, to a sort of demoralization. Without doubt 
This enlargement of the curriculum has widened the appeal of the high school 
and greatly increased its numbers. Likewise it has served a valuable purpose 
in increasing the amoimt and (>tficiency of free education that our young 
people could be led to want or i^ersuaded to take; but, at the same time, the 
difficulty of con-elating so many new studies with the old has led to a jumble 
of required and elective studies which it has been impossible to administer 
with efficiency. Little organized advice has been a^-ailable to students and 
they luive been allowed to pick their courses here and there, their choices 
dictated as often by the line of least Resistance as b}- intelligent guidance. 
The net result was an inevitabl(> confusion of puipos(» and a scattering of 
educational energy. 

In recent years the colleges have reacted from such wide use of free elec- 
Ti\-es and the high schools must do so likewise. The principle of milimited free 
election must give wa)'. and is giving way, to differentiated courses, organized 
to meet predetermined educational needs, and chosen on the basis -of indi- 
\-idual ability and purposes. A mean between formalism and free election 
must be established. In order to do this it is necessary to determine the cen- 
tral features of the curriculum to be emphasized and then group the minor 
elements about these central cores. A minimum of necessaiy work equalh- 
\aluable for everybody must be sifted out and required of all students. The 
electives must then be organized into orderly groups and chosen under direc- 
tion. 

In the succeeding pages we shall first try to locate the most important aims 
(;f public education and then suggest as required studies those best adapted to 
accomplish these aims. As group or special electives we shall suggest such 
other studies as seem best fitted to reinforce these central aims, or minor edu- 
cational purposes to be accomiilished. A tabular statement will then be made 
( t the main courses which might well be offered in the Lawrence high schools. 

Educators generally outline four aims, or objectives, of education. These 
are, phj'sical fitness, vocational efficiency, social (including civic) service, and 
personal culture. Physical fitness and iiersonal culture are individualistic or 



48 University of Kansas. 

immediate ends, while \ocational efficiency and civic service are primaril}' 
social or ultimate ends. From the standpoint of the public in establishing and 
supporting schools the first two may even be said to be means to the ultimate 
end of producing economically and socially efficient citizens. The more im- 
mediate and simpler purposes of developing physical fitness and personal cul- 
ture should dominate in the earlier years, reserving the ultimate and more 
complex ends for maturer years. 

In adapting the curricuhmi to meet these four fundamental aims the public 
.schools have been divided into two parts, the elementally school and the high 
school. The elementaiy school stresses the simple immediate ends, the high 
school the complex ultimate ends. Everywhere there is a tendency to equaliz<^ 
these parts, giving six years to the elementary and six years to the high school. 
So sound and insistent is this tendency that the survey staff are unanimous in 
commending the board of education of Lawrence for adopting this form ot 
organization, which is as follows : 

(a) An elementary cuiTiculum including the kindergarten and first six 
grades, practically uniform in nature and required of all. Its materials and 
activities should be mainly directed toward the accomplishment of the first 
two objectives, physical fitness and personal culture. It should provide train- 
ing in the physical coordinations necessary to bodily develoi)ment, and the 
knowledge most useful for the maintenance of health, the formation of propei' 
habits, self direction, and stimulating mental effort. It should also provide the 
teaching and activities necessary to de\clop skill in the use of the tools of 
learning and acquaint the pupil with the essentials of the conmion heritage of 
culture which tends to unify social and civic ideals. 

(b) A six-year high-school curriculum, divided into two equal parts, tln! 
junior and senior high schools. 

The aims of the junior h'gh school siiould vary slightly from those of botii 
the elementary school and the senior high school. Through the kindergarten 
and the elementary grades the process of socializing the individual child is 
.accomplished through training to meet universal needs. But socialization is a 
(Icuble process. It demands both unity and differentiation. The educated 
uidividual must have not only a reasonable conmiand of the cultural in- 
heritance of the race and of the skills needed in the common life but special 
accomplishments or funds of knowledge and special vocational and avocational 
skills. 

In order to guarantee that this specialized training of the later high-school 
years shall be effective the junior high-school period should serve as a testing 
time for determining vocational and cultural aptitudes. Entrance into the 
junior high school will about correspond to the beginning of adolescence. 
About this time the vocational interests and ambitions of boys and girls begin 
to focalize and their special abilities and weaknesses begin more vitally to 
affect their progress in certain studies and their general interest in school 
work. Expert study and guidance during the jimior high-school period would 
enable most of the students to enter the .senior high school with vocational and 
cultural majors already selected. As soon as possible the Lawrence high 
school should have an expert teacher whose full time can be given to such 
guidance. If industrial firms can afford a personal expert to guarantee that 
mature workmen are properly placed the public should be able to afford a guid- 
ance expert to aid immature pupils to select and adjust themselves to the 
particular course for which the>' are best adapted. 



Sdiool Surrey of La^rrence 



49 



It is ut tlie eutrance into the junior high school where the first group dif- 
ferentiation of courses should take place. From this time forth the vocational 
and cultural interests and ambitions of bo5's and girls become increasingly dif- 
ferent. The elemental distinction between the future activities and needs of 
bo3^s and girls should therefore be recognized in providing separate courses 
where each should get special training not so important to the other. This 
can be given through manual education and shopwork for boys and home- 
making subjects for girls. Further differentiations will appear in the follow- 
ing tentatively proposed program : 

TENTATIVE JUNIOR AND .SENIOR HIUH-SCHOOL PROGRAM. 



Vocational core. 



Boys. 



Girls. 



Social and civic core. 



Required. 



7th Grade: 

Shop work . 



8th Grade: 
fhop work. 



Sewing and Design. 



Physical Training. 

Music and drawing practice. 

English. 

American History and Civics. 

Arithmetic. 

Geography, y>. 

.Hygiene, H- 



Cooking and dietary study. 



Physical Training. 



yth Grade: 

1 Vocational tost unit 



10th Grade: 

1 Literary. 

2 Scientific. 

3 Normal Trainiui 

4 Business. 

5 Agriculture. 

tj Home Economics 



nth Grade: 

1 Literary. 

2 Scientific. 

3 Normal Training. 

4 Business. 

.5 Agriculture. 

6 Home Economics. 



12th Grade: 

1 Literary. 

2 Scientific. 

3 Normal Training. 

4 Business. 

5 .Agriculture. 

ti Home Economics. 



English. 
American History and Civie.^. 
Commercial Geography. 
General Mathematics. 



Elective. 



Houseliold and family prob- 



Physieal Training. 



English. 

Elementary Social Science 
(including a study of voca- 
tions). 

Elementary General Science. 



(One unit required.) 
Professional. 



Physical Training. 



English. 
History — Social Evolution to 
French Revolution. 



(One unit reciuired.) 
Professional. 



(One unit required.) 
Ptofessional. 



Physical Training. 



English. 
Recent History 

and 
I World Problems 



Physical Training. 



American Social and Civic Prob- 
lems. 



(One unit require 

Language. 

Mathematics. 

Science. 

Arts. 

Vocational. 



(One unit required.) 
Language. 
Mathematics. 
Science. 

Arts. 
Vocational. 



(Two units required.) 

Language. 

Mathematics. 

Science. 

Arts. 

Vocational. 



A glance at this proposed high-school curriculum will show that the domi- 
nant objectives of the elementaiy program, physical fitness and personal cul- 
ture, have given way to the dominant objectives of the high-school program. 



4— K. U. Ext. Bui.— 4212 



50 Universitu of Kansas. 

viz., training for vocational efficiency and social and civic service. The firs* 
two objectives must be sought in each and every stud}' but the emphasis 
should be on the last two objectives as suggested by labelling the two central 
features, the vocational core and the social and civic core. 

An analysis oj the junior high-school course will indicate how fully it meets 
the jundamental demands oj adolescent education. Conspicuous among its re- 
quirements are three j^ears of home-making training for every girl. The need 
of this is so patent that it calls only for explanation, not defense. Sewing and 
design are suggested for the seventh grade as the basis for rationalizing taste 
in. dress and developing elementary skill in planning and making clothes. 
Cooking and dietary studies serve similar purposes in introducing the problems 
of kitchen management. Household and family problems in the ninth grade 
may include a studj' of home decoration and furnishings, home nursing, child 
care, entertaining and whatever other yjroblems can be made effective in 
classroom work. Such courses, efficiently given, would have intense utilitarian 
and cultural values and should prove a wholesome influence in maintaining a 
\'ocational balance now much needed, in the mind of girls. 

In the same waj^ the requirement of woodwork and Aaried shop work in 
the seventh and eighth grades ought to give boys an acquaintance with the 
use of tools and machinery and develop a manual skill needed by everyone 
in home and business. It would also have testing value for vocational choices, 
tending to remove somewhat the low esteem in which physical labor is held bj- 
some educated people. The ninth year has a vocational test imit for boys 
which might be vised for further luanunl work or be taken from any other 
vocational course. 

During the whole si.x 3'ears of the high-school physical training should In 
required as both end and means. Xo greater le.sson came from the World 
War than that concerning our general lack of physical fitness and no greater 
increase in economic and social well being can be devised than that which 
could be brought about through proper physical development and training in 
habits of health. The fundamentals of pltysical education may be embodied 
in the teaching of hygiene, gymnastics, athletics, sociability, a iiroper varia- 
lion in work, and as careful insistence upon wholesome plaj' as upon con- 
centrated study. All of this will recpiire multiplication, rather ihnn addition 
to, present facilities for physical education. 

The final feature of the junior high-school course to be cxi)laiued is the 
series of regulation studies intended to prepare the pupil for cultivated living 
and effective citizenship. In the seventh grade the usual studies of nuisic- 
and drawing, English, arithmetic, geography and hygiene are suggested. The 
materials and methods of handling these studies are being rapidly changed 
but there is little likelihood that any of them will be dropped. In the eighth 
grade English, American history and civics, commercial geography, and gen- 
eral mathematics are suggested. Commercial geographj- has such a wide 
(>conomic and cultural content and forms such a good connecting link between 
the geography of the grades and the vocational and social studies of later 
years that it is rapidly becoming a fixed eighth-grade requirement. Likewise 
general mathematics, continuing the study of arithmetic as it does and adding 
the most practical elements of algebra and geometry forms a valuable connect- 
ing link between earlier and later studies. It is rapidly becoming the last 



School Survey of Lawrence. 51 

luutheaiatics required of all students in the most progressive high schools 
and is sufficiently justified in theor^^ to expect its universal adoption. 

In the ninth year three studies still remain in this core, English, elementary 
social science, including a study of vocations, and elementary general science. 
The elementary social science is at i)resent dealt with imder the name of 
community civics but is lacking in substantial content. It should deal with 
civic problems not merely from the standpoint of government but from the 
standpoint of social and economic institutions and practices. Running through 
several weeks or a certain number of recitations each week should be a general 
study of vocations. Tliis would not only provide valuable information for 
all but would be of special aid in enlarging the vocational horizon and in 
fixing vocational choices. Elementary general science would connect with the 
science of earlier years and give some insight into the wider sci(>ntific realms 
which everj- youth needs. 

Summing up the work of the jimior high school, it will be seen to cover 
a transition period, midway in materials and methods between the elementarj- 
school and the senior high school. Most of the work proposed is now being 
attempted but is not systematized. Much of it is uncoordinated, some of it 
scant in content, and \ ery seldom are its objectives fully understood by the 
Teacher. In Lawrence, as in most places, the junior higli school has, like 
Tops}', just grown and the curriculum needs overhauling. The course here 
outlined should at least serve as a basis for reorganization and careful study 
and the judgment of the survey stafT should, in its main essentials, be put in 
force as rapidty as possible. 

By the time the student {■■< nculy to i }iter the scidor high school his voca- 
tional prejerence should be knoirn, also sometliiiuj of his cultural tastes and 
avocational aptitudes. He is therefore readj' to choose, with the aid of the 
guidance expert or faculty committee, his vocational course and his major 
electives. In some cases this will be easy, in others difficult. Mistakes will 
be made and changes will be inevitable. But the same thing happens in later 
\ ocational and other choices. Even college graduates often train themselves 
for one vocation and then follow another and mature men fail in one occupa- 
iion only to "find themselves" and succeed in another. It is generally agreed, 
however, that it is better for a college graduate to have pursued a major line 
of studies than to have scattered his electives without aim. In a similar way 
it is better for a high-school student to get some specific vocational training 
and to group his electives than to pursue a haphazard course without refer- 
ence to anj^ fixed jnu'pose. 

It will be noticed that throughout the senior high-school jnogram as out- 
hned thei'e is a continuous but decreasing amount of social and civic training 
material required of all students. Study of the English ^-ernacular, pursued in 
.-ome form in ever}' grade from the kindergarten up, is prescribed for two 
years. This might be varied somewhat in the last year, allowing some to em- 
phasize public speaking or business English while other sections were studying 
literature. The most definite civic education, however, will come through the 
social science work prescribed in all three years. 

For the tenth year history in the form of social evolution is offered. This 
should begin with a study of the life and institutions of primitive man, which 
are to be traced through advancing culture as it is exhibited in ancient and 



52 ' University of Kansas. 

medieval nations. Political and chronological history would share attention 
with economics, social and cultural history. In the eleventh j'^ear recent his- 
tory of the enlarged sort above suggested would tend to give the student a 
world outlook and pave the way for the final study of American social, econ- 
omic, and political problems during the twelfth year. Such a course would 
complete the cycle begun in the ninth year and lay the foundation for an 
understanding of ciu'rent issues, the sort people must act upon in a democ- 
racy, which high-school graduates do not now possess. Altogether this r( - 
quired work embraces five-twelfths of the senior high-school program. 

The second feature of the senior high-school course proposed is the requnc - 
ment of one vocational unit in each year. This is preceded b\^ one unit in thr 
ninth grade for boA's, giving them a total of four units of vocational training 
and the girls three units. Such a distinction is justified on the ground that 
an income producing occupation is a lifelong necessity for all boys, is in fact, 
the central feature of their fives while for most girls vocational work i> 
generally temporary, or at least secondary to home making. 

It will be noticed also that the term vocation is used in its true and broad( i 
sense, making no distinction between the professions and other occupations. 
For scholastic pursuits language, and for scientific pursuits science, are no 
less vocational than are economics for business men and home management 
for housekeepers. Moreover we have passed the day when only those expect- 
ing to follow the professions go to college ; hence all courses are college pre- 
paratory courses as well as vocational courses. This is being voluntarily- 
recognized by elastic admission requirements in progressive ])rivate colleges 
and forced bj' state law in state institutions. 

Under the term elective courses four units arc proposed, one each for the 
tenth and eleventh years and two for the twelfth year. In each of the special 
courses outlined some of these units will be absorbed in required work but in 
every course there remains some free elective studies. As previously suggested 
all electives should be chosen under guidance and adapted either to the 
strengthening and broadening of major lines of work or to the development 
of some special talent or needed accomplishment. No student should be al- 
lowed to browse about over the curriculum at random, and, in order to 
prevent this, it is necessary to have enough differentiated courses to satisf>' 
the needs of every large group of students. In a high school the size of the 
Lawrence senior high school there should be sufficient demand to justif>' 
maintaining the following list of specialized courses: the literary or linguistic, 
the scientific, normal training, business, agricultural, and homemaking. In 
addition, careful study should be made and as soon as an industrial course 
can be installed which will meet effectively the demand for a trained product 
in industrial enterprises, an industrial course ought to be added to the above 
list. A tentative outline of special courses, which is in harmony with the 
most progressive practice at present, and toward which all are moving, is 
suggested for early adoption in the Lawrence high school as follows: 



School Survey of Lawrence. 

SPECIALIZED SENIOR HIGH-SCHOOL COURSES. 



53 





10th Year. 


11th Year. 


12th Year. 


J.iterary course. 


English. 
Language. 
History — Social. 
Evolation to French 

Revolution. 
Free Elective. 


English. 

Language. 

Recent History and 

World Problems. 
Free Elective. 


English. 

Language. 

Social and Civic Problems. 

Free Elective. 


i. Science covirsc. 


English. 

History— Social Evolu- 
tion to Fren. Revolution. 
Biology. 
Algebra.- ' 


English. 

Recent History and 
World Problems. 
Chemistry. 
Geometry. 


Social and Civic Problems. 
Physics. 
Free Elective. 
Free Elective. 


.1. Normal Training pourse. 


English. 

History — Social Evolu- 
tion to Fren. Revolution. 

Agriculture. 

Domestic Science or 
Manual Training. 


English. 

Recent History and 

World Problems. 
Hygiene and Sanitation. 
Psychology. 


Social and Civic Problems. 
Methods and Manage- 
ment. 
Reviews. 
Free Elective. 


4. Business course. 


English. 

* History — Social Evolu- 
tion to Fren. Revolution. 
Industrial History. 
Accounting. 


English (business). 
Recent History and 
World Problems. 
Economics. 
Free Elective. 


Social and Civic Problems 
Business Management. 
Psychology. 
Free Elective. 


•V Agriculture course. 


English. 

* History — Social Evolu- 
tion to Fren. Revolution. 

Agriculture. 
Accounting. 


English (business). 
Recent History and 
World Problems. 
Agriculture. 
Free Elective. 


Social and Civic Problems. 
Agriculture. 
Economics. 
Free Elective. 


<i. Horaemaking course. 


English. 

* History— Social Evolu- 
tion to Fren. Revolution. 
Domestic .Art. 
.A-Ccounting. 


English. 

Recent History and 
World Problems. 
Domestic Science. 
Free Elective. 


Social and Civic Problems. 
Economics. 
Home Administration 
(including Hygiene). 
Free Elective. 



' Biology may be substituted here when desired. 

In the absence of .space for elaborate defense of the abo^'e suggested curric- 
ulum a few words of explanation may be valuable. With reference to the 
literarj' course it will be noticed that three studies have one unit required in 
each of the three j'ears. This will guarantee the continuity of effort so neces- 
sary for real education and which is frequently lost in the present-day high 
school by haphazard electives. lU -was the possihilitt/ of contimious drill that 
constituted the chief virtue of tlie old formal curriculum; and until the newly- 
enriched program of studies gains a similar cohesion of purpose it will fail to 
demonstrate the superior educative value of its more vital content. One free 
elective remains where possible for each of the three years, which will permit 
the continuous development of some such accomplishment as music, or allow 
two years of mathematics and one of science, or special vocational studies 
such as typewriting, economics or drawing. 

In the scientific course biology, chemistry, and physics will succeed each 
other and with social science form two units continuous through the three 
years. This course should doubtless appeal especially to boys, who will have 
elected one stud.y, sa.y algebra, in the ninth year. This would permit geometr>- 
lo be taken in the tenth year, lea\'ing an added free elective in the eleventh 



54 I'nirersity of Kansas. 

year. Such an arrangement would permit two years of language, or if three 
years are desired one of the sciences might be postponed one year. The 
second year English might be taken either with the literary or business group. 

The business course is constructed with the idea of giving the rudiments 
of a business education rather than an apprentice training for clerical work. 
Hence stenography is omitted from the required list as needed by but few 
business men. If desired it can be taken as an elective. Tj-pewriting should 
have been taken by the boys in the ninth grade and may be taken by the girls 
as an elective. The continuous unit of business training is provided by in- 
dustrial history, economics and business management. Both the business 
English course and the psychology course should give special attention to ad- 
vertising and salesmanship. 

The normal-training course will have to be worked out in harmony with 
state law and the needs of the rural schools, and the agricultiu'o and home 
economics courses are self explanatory. 

One other phase of the curriculum demands attention. Time must be found 
for the various extra-curricular activities which are increasing in number and 
educative importance. No progressive high school can afford to neglect them, 
either from the standpoint of increasing the drawing and holding power of 
the school or of increasing the range of educational preparation for the needs 
of wholesome living. Training for leadership and avocational culture inheres 
more directly in musical, literary, dramatic, athletic, religious, social and de- 
bating organizations than in ordinary classroom work. If such organizations 
are to thrive and offer the training needed some sort of school credit must be 
given those whose time and energy are de^"oted to them. 

Three possibilities of meeting this need seem to be open. The class work 
•in certain studies such as English and social science might be so liberalized 
that special laboratory credit might be allowed for school service; or, a part 
of a unit of credit might be given for extra labor in any of these recognized 
organizations; or, certain classes might meet only four days per week under 
some floating hour arrangement which would prevent an}' one subject from 
losing a large amount of time. So little has been done to systematize this 
type of educative work that any plan adopted would necessarily be tentative ; 
but so important is it that definite efforts to find a workable scheme would be 
abundantiv worth while. 



SECTION II. 
The School Building Needs of Lawrence. 



CHAPTER VI. 
The Factors That Must be Considered. 

In making a survey of the scliool building needs of a citx'. fi\e important 
questions must be answered: 

1. What is the character of the city? 

2. Wliat is or should be tlic> organization pohCy of the board of 

education? 

3. What should be the size of the ultimate elementary, junior and 

senior high-school plants twenty years hence? 

4. What are the immediate scliool building needs? 

5. How should the inunediate and ultimate needs be met? 

The survey committee will attempt to answer each of these c[ue<rions in 
the order of their presentation. 

What is the Character of the City? 

The size, rate of growth, the character of the population and the factors 
influencing the city's growth have already been treated in chaiiter I of thi.s 
survey report. 

As Professor Blackmar points out, "The presence of the University' in Law- 
rence is a fact of major economic import." Practically the entire economic 
activity of 5,000 persons, including the students, almost one-third of the total 
population, centers in the University. Remove the University and the city 
loses its chief asset and stimulus for future growth. If the University does 
not grow the city probably will not. If on the other hand, the University 
grows as is fully expected the growth of the city will to a certain exti'iit 
parallel it. 

Will the Uni\crsity grow? This is a \'ital question. Tiie answer is "Yes, 
steadil}^" Why? Chiefly because the high schools in Kansas are growing 
\"ery rapidly and colleges and universities everywhere grow as high schools 
grow. In 1900-'01, the University enrolled 1,150 students; in 1910-'ll, the en- 
rollment was 2,303; in 1915-16, it increased to 2,812; and in 1919-'20, it reached 
4,011. At the average rate of growth for the past five years, 240 students per 
year, the University will enroll 5,311 students in 1925, and 6,411 in 1930. 
Lawrence will grow slowly as the University expands. The rate of growth will 
l)robably be approximately 150 annually. 

Direction or "Trend" of Growth. 

The '"trend" of a city's population may be measured in se\cral wajs. In a 
survey of the school system of St. Paul in 1917, the following data were 
utilized: (1) the number of votes by wards in majoralty campaigns; (2) the 

(55) 



56 Unii'er>;ity oi Kansas. 

number ol ilwclling permits officially issued from 1910 to 1917; (3) the present 
and prospective location of factories; (4) the extension of lines planned by 
the telephone companies; (5) the desirable territory still available for home 
sites; (6) the increase in elementary school eni'ollment in the various wards or 
districts; and (7) the growth of the city in land additions. Such additional 
factors as the following may also be included: (8) already planned and pros- 
'])ective street railway extensions; (9) complete data from the municipal 
water supph' and sewer departments outlining their future programs; (10) the 
program for street paving, boulevarding, and extension of the park sj'stem : 
(11) changes both present and future in types of residence; for example, from 
city dwelling houses to modern city apartments, (12) the natural and social 
barrier affecting the trend of population such as rivers, flood plains, hills, 
gullies, and racial and economic strata in society, and (13) comparison of 
centers of various population groups. 

Not all of these factors are of equal value. In large cities it is possible to 
gather fairly accurate data covering practically all of them. Unfortunately, 
this is not true in cities the size of Lawrence. However, the survey committee 
feels that it is able to base its conclusions concerning the "trend" in population 
11) ion fairh- reliable data in answer to a number of these factors. 

(1) Voters. The first factor, the number of voters registered by wards, 
may be regarded as only roughly indicative of the trend in population. It 
varies considerably with the jiopularity of issues upon which a vote is taken. 
Table 31 contains the facts. 

No data on registered voters are available for 3''ears previous to 1918. 
C/omparing the years 1918 and 1920, the firet three wards are growing and the 
last three are decreasing. The second ward is growing the most rapidly. 

(2) Dwelling Permits. No record of dwelling permits previous to July 1. 
1919, is obtainable. A total of 197 permits were issued from July 1, 1919, to 
December, 1920. This number includes every type of building from shacks 
and barns to business houses. The number of dwelling permits by wards is 
as follows: First ward, 58; second ward, 61;- third ward, 50; fourth ward, 20; 
fifth ward, 12; sixth ward, 6. 

No accurate and final conclusions can be based on these figures. Evidently 
the second ward is gaining most rapidly, though there is little difference 
between that ward and the first and third. 

(3) Factory District. The factory and industrial district is very perma- 
nently defined bj^ the Kaw river and the location of the tracks of the Union 
Pacific and Santa Fe railroads. There is little indication at present of anj' 
marked change in the "trend" of the population diie to the prospective loca- 
tion of factories. 

(4) Telephone Extensions. The telephone company is in nt^ed of ex- 
tended lines chiefly in the southern section of the city. 

(5) Desirable Residence Lots. An examination of plate I, map of occu- 
pied lots, shows that the desirable vacant lots available for future residences 
are for the most part west of Illinois street and north of the University, and in 
the territoiy south of the vicinity of Fifteenth street. Of course, this does not 
mean that there are no desirable vacant lots in all other sections of the city. 
It is an interesting fact that Lawrence is only about 50 per cent occupied. 



School Surrey of Lawrence. 



■^ 



v: 



~ 3- C- 3 -J 

i * § « § 



s" 2 



- 3 



? i £- 3 



3. ^ 



IC -^ OD ~. 



I I 



00 ;^ o "» 



58 University of Kansas. 

Not more than one-half of all the lots in the city are occupied. With 20 to 2-t 
families to a block, the city is capable of sustaining twice its present popula- 
tion without increasing its territorial limits. 

(6) Elementary Enrollment. The elementary school enrollment by dis- 
tricts is .<li()\vn in table 32. 



s 


► ► 


W. 


1 







y 

kMyuy^Bv; •- 

^kiL kMMiy mil 
iiyMkiiiiMi luiiiiyy 
iiyMUMiiiiyiiiiiiiiii 

kMIMUIMIIIIIIIIIlIM 

"^'^ijM iimuiiiMy 
''ujiir-iiiuiu^ 

fllllLJIIIIM ^ 

iuiiiiiuuuiukij^ 

'V 
I 



Plate 1. 

(7) The most recent and largest land additions are west of the central 
section and south of the central sections. 

(8), (9), (10). No data are available concerning these three points with 
which to inf(>r the trend of population. 



School Surrey of Lawrence 



59 





- 


i 


Lincoln 
Now Vnrk 
Pinokncy 
Quincy . 
Woodliivvn 

V»n4ll„ = f,.r 


1 


r 
i 


O 






:» — 4- :c 00 


3 


o 


o j 




ro CO — r_w 


> 
p 

> 


o 


CO 






L"J S *; ^ 00 

o ^ c; CO — 


w 


CO 

to 


£ 






£ i s i w 


p 

> 

■ 


to 




lo C/a CO CO 

4^ — 4 rf^ 4^ to Oi 

CO ,— *. CO 1* CO 


M 


5x 




CO p — '-D cS Ot 


> 

p 


83 
243 
308 
315 
239 
144 
136 
1,468 


3 


CO 

s 


to 


H- _ — lO lO to 

g x 2 § n; 2 SJ 


P 
> 


o 
o 


o *- _ ^ -o ^, „ 


3 


CO 

p 


o 




g 


g 5; "1 i- 5 g 


P 



60 University of Kansas. 

(11) Type of Residence. There has been no ni;uked change in the type of 
residence. Apartments are not numerous or apparently greatlj- desired. 

(12) Barriers. Among the natural barriers affecting the trend of popu- 
lation is the low flood plain north of the river; the river valley and the 
occupation of the same bj' railroads and industries. The location of Mount 
Oread has in the past tended to deflect the population east and south, but 
this is less true now than formerly. There secerns to have been little racial 
segregation. 

(13) Mileage Centers for four popiUation groups have been carefully com- 
puted and these indicate a trend southward. These were computed for the 
south side only owing to the fact that the river constitutes such a barrier that 
it can be crossed in but one place, and to the further fact that the high 
school expectancy of the north side is not high. 

The population groups are, in the order of their chionological age, from the 
oldest to the j-oungest: (1) pupils now (December 1, 1920) enrolled in high 
school (see plate II) ; (2) pupils now enrolled in junior high school (see 
plate III); (3) pupils now enrolled in elementary schools (plates V and VI; 
and (4) all children under six years of age not in school (plate IV). The 
location of each of these centers, and the geographical or territorial center of 
the city is shown in table 33. 

T.A.BLE 33. — Showi.ng Mile.\ge Centers kou Fouii Population Groups. 



Groups of the population. 



Location of centers. 



High-school enrollment ; Between Tenth and Eleventh on Kentucky street. 



Junior high enrollment 

■i. Elementary .school enrollment 

4. Babies (all persons below six not in school) . 
•"). Geographical center 



Between Tenth aiW Eleventh on Vermont street. 
Eleventh and Ma.ssachusetts. 
Eleventh and Massachusetts. 
Eleventh and Ma.s,sachusotfs. 



A comparison of the center for the oldest group with the center for the 
Aoungest group shows a slight trend south and cast. 

What is or Should be the Organization Policy of the Board of Education? 

The second factor in a comi>rehensive school building program is the 
official adoption by the board of education of an organization policy. In 
Lawrence the present organization is the 6-2-4 plan. There are seven build- 
ings with grades 1 to 6 or less, one junior high school with grades 7 to 8, and 
one regular four-year high school, grades 9 to 12. 

As rapidly as possible, the board of education contemplates modifying the 
l)resent plan and establishing a 6-3-3 plan. This will place kindergarten and 
grades 1 to 6, inclusive, in the elementary schools; grades 7, 8 and 9 in the 
junior high school, and grades 10, 11 and 12 in the senior high school. 

The survey committee heartily indorses the proposed 6-3-3 organization as 
1 lie plan that will best serve the educational interests of the city. The adop- 
tion of the 6-3-3 i^lan is in line with the best and most advanced practice. 

The survey committee commends the board of education for its adoption of 
rite 6-3-3 type of organization as the policy on which to plan its comprehensive 
building program, and the building program outline in the following pages is 
based on this plan. 



Schoi^l Surrci/ of Ldirrencc 61 





I 



Plate II. 



62 



Vnii'ersity of Kdnsas. 



._52!li^^" _of_ Junior Hijf] School fnrolT 






Platk tit. 



Sclwol S>urrei/ of Lnwrcnce 



68 



Dislnbiilion of Sabi Population 









Plate I\'. 



64 University of Kansas. 

SUMMARY OF CHAPTER M. 

Tlie cliiel points concerning the character of the city are : 

1. The population is increasing but verj- slowl.y, due chief!}' to the growth 
of the University. The firgt outstanding advertisement of the city is the 
University, and the next should be in the future, if it is not now, the public- 
school system of the cit3^ The reputation of having the most modern and 
complete plant and educational program will prove one of the greatest at- 
tractions to prospective residents. 

2. The population is practically all native born with high social and edu- 
cational traditions. The cit}' is typically residential. Retired farmers, mer- 
chants, and families desiring excellent school facilities art- the prospective resi- 
dents. 

3. The trend in population is south and east, tending to concentrate close 
and closer to the Uni\crsity campus. 

4. The 6-3-3 .plan of school organization has been adopted by the board oi 
education. This plan corresponds to the most advanced present practice, and. 
i- the hn'^is nf the huildiuii' pi'nor;tin ]iro]t()sed in this r(^]Mirt . 



School S}n'vey of Lawrence 65 

CHAPTER VII. 

What Should Be the Size of the Ultimate Elementary School 
Plant Twenty Years Hence? 

The third cousideratiou iu a comprehensive school buikling program is the 
planning of the ultimate school plant. That is, how many of each type of 
school will utlimately be needed and where should the}* be located? 

Why a Twenty-year Building Program? The reasons for a twenty-year 
building program are more or less obvious to the thinking man or woman. 
School systems are permanent. Lawrence has always had and always will 
have a school sj^stem. During the last centurj' public education was some- 
thing of an experiment and consequently the school i)lant was allowed to 
■■grow,'' somewhat like To]:>sy. To-day, everywhere cities are pajang tile 
penalty of this i)oIicy, or more truthfully, lack of policy. We are talking of 
city planning and in a few places we are making some progress in this im- 
portant matter. The planning of a school system is far more practical than 
is the planning of a city. Furthermore, we have had enough of the wasteful 
policy of just growing, l^y taking thought of its future needs, Lawrence may 
build a permanent and adequate school plant more economically that it can 
by a patching and sporadic policy. The modern fireproof school building will, 
if properly erected, stand 100 years or more. Therefore, its site should be 
wisely selected and the building constructed with reference to its probable tise 
twenty to forty years hence as well as more immediately. 

The adoption of a twenty-year building policy makes it po.ssible for the 
board of education, despite changes in its personnel, to calculate for some 
time ahead the financial resources available to meet building needs as these 
develop. It makes it i)ossible to care for the needs of those sections of the 
city whose population may not be over-insistent and persistent in their de- 
mands for improved and enlarged school accommodations as well as for those 
sections whose needs, real or fancied, are vigorously and incessantly pushed. 
In short, it makes it possible to establish and carry out a deliberately formu- 
lated, comprehensive, consistent, and economical policy of providing ade- 
quate and equitable building accommodations for all the children of the city. 

Factors Determining Size of Ultimate Plant. In general, the number of 
buildings for each type of school should be as few as possible. The canying 
out of such a polic}^ does away with schools which enroll a very small number 
of children e.xcept in the early development of outlying, sparsely settled dis- 
tricts. In fact, there are only two things preventing the concentration of all 
the schools of a system at one center. These are the distances children are 
asked to walk, and the obstructions to ease of approach, such as geographical 
features. With these two as fundamental guides, the ultimate school plant of 
Lawrence has been planned. 

Standard Distances for Walking — (a) Elementary School. It is highly 
desirable that there be established some standard of distances which pupils of 
different ages may reasonably be expected to walk to school. It is obvious 
that younger children should not be asked to walk as great distances as the 
older pupils. Furthermore, under the 6-3-3 plan there are twice as many 

.^.—K. U. Ext. Bui.— 4212 



66 



University of Kansas. 



tirades accoiiunodated in an elementary school as in a junior or senior high 
school. A careful study of the standards used in cities throughout the Ignited 
States suggests the following as reasonable for the city of LawTence : 

1. Children in the kindergarten and the first six grades should not be asked 
to walk on the average more than one-half mile. A maximum distance of one 
mile should include upward of 95 per cent of the pupils attending a given 
building. A more desirable maximum would be three-quarters of a mile. 

Children in the kindergarten and elementary school should not be required 
to cross extensive railroad or street-car systems, or pass through business or 
industrial traffic centers, climb high hills, cross deep gullies, or walk around 
blind streets. Open, level, straight, and unobstructed approaches are preferred. 

(b) Junior High School. For pupils of junior high school grade, that is. 
grades 7, 8, and 9, the maximum distance should be not over one and one-half 
miles. It is desirable that the large majority should live within one mile. 

(c) Senior High School, The maximum distan(!e may easily be two miles, 
although in large cities it is desirable to reduce this where feasible to one and 
one-half mile. 

The purpose of establishing standard distances is to provide, once for all, a 
fair and uniform standard in locating school buildings. Recognition of such 
standards should help rather than hinder a fair consideration of conditions 
other than distances which usually have more or less bearing upon location of 
buildings. 

There are, then, four factors affecting the number and location of the ulti- 
mate elementary school plant in Lawrence. These are: (1) the present plant; 
(2) the distance which children may reasonably be expected to walk; (3) the 
density of ijopulation, and (4) the availability of sites. 

Number of Buildings. The first factor to be considered is the number, 
location, and character of the present buildings. Plate V shows the present 
elementary schools of Lawrence and the relationship which they bear to each 
other. The circles are one-half mile in radius. Using a radius of one-half 
mile as the standard desirable distance, plate V shows clearly that Lawrence 
does not need seven elementary schools. Plate VI shows that four buildings 
properly located will provide building accommodations within the standard 
distance set for such schools. Facts concerning the size of each of the pres- 
(>nt buildings arc contained in table 34. 



TABLE 34.— Character of Present Elementary School Plant. 



Cordley 
Lincoln . . 
McAllaster 
New York 
Pinckney . . 
Quincv ... 



Date 

of 

erection. 



1914 
1914 
1914 
1868 
1868 
1868 
IS"?? 



Grades. 



1,2,3,4 

1,2,3,4,5, 6. 
1,2,3,4.5.. 
1,2,3,4,5, 6 
1,2,3,4,5, 6. 
1, 2,3,4,6, 6 
1 ■? 3 4 "i 6 



Rooms 

in 
building. 



4 cr., 3 sp. . 
4 cr., 2 sp. . 
4 cr., 3 sp. . 
8er., 2sp. . 
8 cr., 1 sp. . 
8 cr., 1 ung. 
6 cr. 1 SD . . 



Enrollment 

December 

1, 1920. 



100 
68 
122 
225 
311 
264 
175 



Standard 

capacity 

of building. 



140 
140 
140 
280 
280 
280 
245 



Total rooms, 43; total enrollment, 1,265; average per room, 31. 6. 



School Stir re !/ of Ldirrencc. 



67 




Pr.ATE ^' 



68 



i'nh'crsity of Kansas. 




Pl.ATK \I. 



Character of Present Buildings. An examination of the characier of the 
seven buildings reveals the fact that three of them, Woodlawn, Quincy and 
Pinckney, should be condemned as unsuitable for educational purposes. This 
is not a new discovery. On the other hand, Superintendent Kent, in his annual 
report for the year 1916-"17, showed that in the two important items of light 
and ventilation these buildings were woefully lacking. Table 35 shows how 
the elementary- school buildings of Lawrence are rated by three competent 



School Siirfcj/ of Lawrence. 



69 



.iu(ige.s on the basis of 1,000 points for a perfect school building. A standard 
measuring scale for school buildings was employed for the purpose. Englehart, 
a recognized authority on the educational fitness of school buildings, says, 
"When the score on a building falls below 50 per cent of the standard it is the 
universal judgment that speedy abandonment of the building for school pur- 
poses i,s the only justifiable course." 

The scores for Woodlawn, Quincy and Pinckney are 456, 351, 387, respec- 
tively. Applying Englehart's standard these buildings should be condemned 
as soon as provisions can be made to properly house the children elsewhere. 
The following table shows how good and how poor the elementary school 
buildings are in Lawrence. The scores are intended to express their adapt- 
ability for educational purposes. 



TAnr.E 35. — Scores for the Elementary School Buh.dings. 

(.Scoie of a iio.ssil)lc l.ii'Mi jioiiits. ) 



Qiiincy 



351 



Plnofcney 


387 


Woodlawn 


456 


New York 


551 


Lincoln 


617 


MoAllaster 


653 


Cordley 


666 




^ 



foo 



1000 



l'>ach buikUng was scored by at least thriM:^ judges using the Strayer-Engle- 
hart score card for school buildings. 

The scores represent the sum of the median values assigned luuler the five 
major headings of the building scale. 

High Cost of Maintaining Small Buildings. Fiutliennore. the cost of 
administering two buildings of 4 rooms each is considerably higher than the 
cost of administering one 8-room building. Also, the cost of administering 
two buildings of 8 rooms each is higher than the cost of administering one 
building of 16 rooms. The United States commissioner of education in a 
recent bulletin says concerning the size of school buildings in Lexington, Ky.: 
"Lexington has too many and too small school buildings. Thirteen school 
buildings for only 6,072 children means an average of only 467 pupils per 
building, which is too few to justify expenditures for the educational facili- 
ties, such as shops, science rooms, swimming pools, auditoriums, and play- 
grounds, which are so necessary in a modern city school system." 

Cities everywhere are abandoning the policy of a large number of small 
4. 6, or S-room buildings close together. A better educational and economic 
jiolicy is to have a few large 12-, 16-. 20- or 24-room buildings located at a 
standard distance from each other. 



70 rniversity of Kansas. 

Lack of Special Rooms in Small Buildings. Englehait .<ays: 'Buildings 
with small numbers of rooms may be considered, as a rule, lacking in equip- 
ment of special rooms, such as gymnasium, manual training, art, domestic 
science, library and the like. Such buildings have also invariably a minimvmi 
of supervision and a relatively high cost of maintenance, while they lack in 
opportunities for the social mingling of children." 

The following fact will bear out the statement made regarding the lack 
of special rooms in small buildings. Englehart reports that of 221 elementar\- 
buildings being used in 28 cities only 17 per cent had 16 or more regular 
classrooms. Yet these large buildings had 38 per cent of all the manual train- 
ing rooms; 45 per cent of all the domestic science rooms; 75 per cent of all 
the gymnasiums; 50 per cent of all the auditoriums; 75 per cent of all the 
study halls; 50 per cent of all the lunch rooms; 26 per cent of all libraries, 
and 15 per cent of all playrooms. 

The opinion that a few large buildings are more efficient than the present 
seven small buildings is further confirmed bj' Superintendent Kent's report 
on the condition in Lawrence in 1920. In this report he clearty shows that the 
average enrollment in the 39 elementary schoolrooms of Lawrence was 28.8 
pupils. It is his opinion, and the Survey Committee fully agrees with him. 
that ''In at least 15 grade rooms the capacity of the room and the teaching 
.ibility of the instructor is utilized not more than 50 per cent." In 9 addi- 
tional rooms the efficient use of the plant is scarcely two-thirds of what tin 
best school organization permits. The report states further, "The enroll- 
ments of the Woodlawn and- Lincoln schools could be combined and not 
result in any one room having a larger number of children than would be 
permissible vmder the best educational system or violate the standards for 
distance referred to earlier in this report. Furthermore, if the children in 
these two buildings were put vmder one roof there would be an opportunity to 
develop work along industriaPlines for both the boys and girls in a way that 
is now impossible and that without doubt will remain impossible as long as 
the present two small buildings are maintained." 

If Kent's recommendation is followed and the two buildings in the North 
End are combined segregation by rooms or departments might then replace 
the present method of segregation by buildings. 

Density of Population. The average city block in Lawrence contains 24 
lots. There are practically no apartment houses. This means, then, that the 
average maximum population load to a block is 24 families. The average 
family contains 3.58 persons and the average loaded block, therefore, 24 x 3.58 
or about 86 persons. Plate I shows the density of the population by blocks. 
It will be seen that the densel^^-settled area of the city is a zone three blocks 
wide on either side of Massachusetts street extending south to the vicinit\- 
of Nineteenth street. The part north of the river is sparsely settled. Tii< 
area south of the river and north of Fifth street is sparsely settled. Ther< 
are many desirable vacant lots north of the University and west of Illinois 
street. The same is true of the entire area south of Nineteenth street. The 
dense zone is the district embraced by the proposed Quincy school. Their 
are 477 pui)ils now cnrollod in elementary schools within this zone. 



School Survey of Lairrencc. 71 

Available Sites. There are many vacant areas in the cit)' that are available 
and suitable for school sites. If a program of four large elementary school 
buildings is adopted as the guiding policy for the next twenty years, plans 
should be made soon to purchase new sites for the new Quincy and Pinckney 
buildings. In general, elementary school sites should be not loss than from 
three to fi\o acres, varying with the size of the school. 

SUMMARY OF CHAPTER VII. 

The foregoing discussion concerning the ultimate elementary school plant 
needed twenty years hence may be summarized as follows : 

1. Four elementary school buildings are sufficient to car(^ for the pu])ils 
in the kindergarten and first six grades of Lawrence. 

2. These four buildings should be placed approximately one mile apart and 
as near the center of the territory they are designed to serve as possible. 

3. There is a decided econonn^ in the administration of large buildings ovc^' 
small buildings. 

4. The universal need of special rooms makes the concentration of facili- 
ties imperative in order to avoid overhead costs, duplication of equipment, 
etc. 

5. There is a decided social advantage in having larger elementary school 
l)uildings as pupils le.arn to mingle with all classes. 

Recommendations. 

1. The Woodlawn buildmg should be abandoned. The area north of tiie 
Union Pacific tracks is too low to warrant further building in that section. 
The capacity of the Lincoln school should be enlarged and the two schools 
in the north end combined in one. 

2. The Quincy building is unfit for school i)urposes and cannot be eco- 
nomically remodeled; the site is too small. A new 8-room building should be 
erected not far from the present site of Quincy to accommodate 500 pupils. 
All new buildings should be built on the unit plan. This unit plan will make 
it po.ssible to add additional space as growth in jiopulation warrants. Ul- 
timately New York should be abandoned as it is uneconomical to maintain 
two plants where one will do as well. The ultimate size (in 1940) of the 
Quincy building should be 16 to 20 rooms, taking the i)lace of the present 
Quincy and New York Schools. 

3. The Pinckney building should ultimately be abandoned and a new 8- to 
12-room building on the unit plan erected approximately two blocks south and 
possibly one to two blocks west of the present site. A new site for this build- 
ing should be purchased as soon as possible. 

4. The McAllaster building is so located that practically the entire Mc- 
AUaster district is overlapped by the new Quincy and Cordley buildmgs. It 
is best suited for special classes or other purposes than regular elementar\^ 
school work. 

5. The New York building is poorly located and should in time be 
abandoned and the enrollment transferred to the new Quincy when built. 

6. The Cordley building is prop(3rly located and should be increased in size 
as the needs of the district demand. 

If the foregoing recommendations are carried out during the next twenty 
years the ultimate elementary school plant of Lawrence will in 1940 be com- 
posed of four large buildings. 



72 



University of Kansas. 



The following table summarizes the building recommendations for the 
ultimate school plant of Lawrence, with the number of regular and special 
rooms, the grades to be accommodated, and the date of erection of each 
building and of unit additions to buildings. 

TABLE 36.— ULTI^UTE School Plant op Law-rence With Years of Building. 



Schools. 



Senior high school 

liiiicoln addition 

Quincy first unit 

Pinckney 

( 'ordley addition 
Quincy second unit 
Iligh school, second unit 
Junior high school 



Year of 
erection. 



1920-'21 
1923-'25 
1920- '25 
1925- '30 
1930- '35 
1930-'35 
1935-'40 
1940 



Regular 
lass rooms. 



20-25 
*2 



6-8 
(As needed) 
20-25 



Special 
rooms. 



20-25 

*l-3 

4 

4 

*2-4 

2-4 

(As needed) 

20-25 



Grades 
included. 



10, 11, 12 
Kg. 1-6 
Kg. 1-6 
Kg. 1-6 
Kg. 1-6 
Kg. 1-6 
10, 11, 12 
7,8.9 



*Size of addition only. Figures do not include rooms in present plant to which addition is built. 



In 1940, then, the school district would have the six buildings listed above, 
and the McAllaster building as it now i.'?. 



School Svrrcij of Lairreiia 



73 



CHAPTER VIII. 

The Ultimate Junior and Senior High School Plant. 

Location of Ultimate Junior High School Plant. In the last section it 
was stated that the maximum distance junior high-school pupils should be 
required to walk should not be over one and one-half miles and that it is 
desirable that the large majority should live within one mile of the building. 
This is the first factor determining the location of a junior high school. A 
circle with a radius of one mile drawn about a point nonrepresented by the 
central buildings embraces within its radius practicallj' all of the city south to 
sixteenth street. If the center is moved south to the vicinity of the site for 
the new high school, all of the city south of the Kaw is included. The 
prospects are that South Lawrence will grow more rapidly and perraanentlj' 
than North Lawrence. Therefore, the ultimate jimior high-school building 
should be built in that section of the city which in all probability will be the 
center of the city twenty or thirty years hence. All the data available points 
toward the new high-school site as the center. 

Size of the Ultimate Junior High School. No one knows just how large 
a junior or senior high school should be. The only statement that can be 
made is that it should be large enough so that any additional enrollment will 
not further decrease, the per capita cost of construction, maintenance, and 
operation. Authorities agree that a junior high school of much loss than 1,000 
cannot be run most effectively and economically. 

Considering its probable future population and area, Lawrence does not 
need more than one junior high school. The ultimate size of the plant may 
be computed on the basis of the present population and the probable popula- 
tion in 1940. Twenty years hence the population of Lawrence will be in 
round numbers 15,000, unless, and it is always possible, unforseen factors 
appear to retard or accelerate its growth beyond that of the last twenty years. 
At present, 18.5 per cent of the population is 10 to 19 years of age inclusive. 
This means that for every 1,000 population, 185 are of junior and senior high- 
school age. The total of the present population in this age group is 2,405. 
With a population of 15,000 (in 1940), there would be 2,775 persons 10-19 
years of age. No school system has ever enrolled 100 per cent of the per- 
sons 10 to 19 years of age and although the last six grades of the 12 years of 
liublic ediication are enrolling a larger and larger percentage each year, it 
still may be reasonabl.v doubted if in 1940 the ideal of 100 per cent will be 
attained. It is perhaps safer to discount these figures by 25 per cent. On 
this basis there would be a maximum of 2,082 pupils in 1940 in the two 
schools, the junior and senior high schools. Of this number, the junior high 
school will enroll at least 55 per cent and the senior high school not over 45 
l^er cent. These facts are summarized in table 37. (Tuition pupils who may 
number perhaps 200 in the senior high school, are disregarded in these figures.) 



TABLE 37. 


—Probable Junior 


AND Senior High School Enrollment in 1940. 


- 




Grades. 


1900. 


1920. 


1940. 








7,8,9 
10, 11, 12 


622 
208 


789 
447 


1,145 




937 










Totals 


7-12 incl. 


830 


1.236 


2,082 



74 University of Kansas. 

Character of the Ultimate Junior High School. 

An ideal junior high school, according to present standards, large enough to 
care for 1,145 pupils, requires an auditorium with a seating capacity of 1,145. 
two standard-size gymnasium floors, one for boj's and one for girls, witli 
separate locker rooms, dressing rooms, shower and toilets; four study halls or 
home rooms with a capacity of 150 each; one library with a book capacitj- 
of 20,000 and a seating capacity of 200; the equivalent of at least 10 rooms 
for home economics, manual training, agriculture, commercial and industrial 
subjects and 36 claae rooms for regular subjects. 

The nimiber of rooms for special subjects may be increased under a work- 
study-play plan, such as is in operation in Detroit for example, and the 
recitation or study hall rooms decreased. If the Detroit platoon plan is 
adopted the school day might well be lengthened to six hours and the build- 
ing arranged so that with an average of 30 pupils to a room, a total of 20 
regular and 20 special rooms would accommodate the 1,145 pupils. Tin 
survey committee suggested the advisability of carefully studjang the Detroit 
platoon plan before building a new Junior high school. Unless such a platoon 
plan is used a building containing 48 to 50 rooms would be needed to accom- 
modate 1,145 pupils. 

The Ultimate Senior High School Plant. 

There is practically no difference between the buildings needed for junior 
and for senior high-school purposes. A building such as described in the 
preceding section is large enough and suitable for the senior high school. 
In fact, the senior high school should be smaller than the junior high school. 
Beyond this fact and the difference in science and agricultural space and 
equipment, no essential difference appears. A senior high school with 20 
regular and 20 special rooms will accommodate an enrollment of ^937 adc- 
(piately if a six-hour day is established. If not, more rooms maj'^ be needed. 

The high school in process of construction in Clinton, Iowa, contains 13 
rooms on the first floor; 13 rooms, 2 study halls and 1 library on the second 
floor; and 14 rooms on the third floor, a total of 43 rooms in the buildinti. 
beside the swimming pool. It is planned to accommodate 1,200 pupils. 

Doctor Koos, of the Univei-sity of Minnesota, recently studied the spact 
])rovisions in floor-plans of 156 high schools. His report shows the percentage 
of high school buildings erected during the years 1913-1917, inclusive, that 
provided for each kind of school activity. 

There are' 109 kinds of space-provisions reported and the percentages of 
floor-plans of high schools in which such space-provisions have been made 
vary from 2.5 per cent to 97.5 per cent. 

Kinds of Activities. 

In building a junior and senior high school the board of education will 
need to determine in advance the number and kind of activities for which 
space provisions are to be made. This was at one time a fairly simple 
matter. Twenty or forty years ago only a few things were taught in the 
high school. But to-day literally hundreds of subjects have been added. It 
would be almost an impossibility for Lawrence to teach in its high school 



School Survey of Lawrence. 7r> 

everything now taught in all the 14,000 high schools in the United States. 
Twenty to forty years hence the high schools will be teaching even more 
things than are being taught to-day. The high school is the "people's college." 
What is taught in the college and university this generation tends to find its 
way into the high school of the next generation. This process of high-school 
expansion began a century ago and has continued ever since, and Avill un- 
doubtedly continue during the next half centuiy. 

The repoi-t of Doctor Koos shows sixteen main types of activity-, including 
many subdivisions, for which space-provisions are now being made in American 
high .^schools : 

(1) Class and recitation rooms. 

(2) Science rooms ami laboratories. 

(3) Manual-training rooms or shops. 

(4) Domestic science rooms or laboratories. 

(5) Commercial rooms. 

(6) Art rooms. 

(7) Music rooms. 

(8) Library rooms. 

(9) Club or society- I'ooms. 

(10) Gym nasi inns. 

(11) Locker rooms. 

(12) Assembly roojus or auditoiiuin. 

(13) Limch rooms. 

(14) Administration offices. 

(15) Teachers' rooms. 

(16) Storage and service rooms. 

One is impressed by the wide range of activities for which space is pro- 
\'ided. By contrast, the older high-school buildings with their class rooms, 
.study-hall, and little else were simple indeed. 

There is a marked tendency toward the multii)lication of facilities for 
specialization such as special rooms for science and vocational subjects. There 
is also a marked tendency toward the enrichment of the work of the high 
.school student by the addition of space for art. music, library, gymnasium and 
extra curricular activities. 

There is no sure guide regarding space provisions in high schools. A board 
must study the problem and arbitrarily make their decision. Two provisions 
in the construction of a building will safeguard the future. First, the building 
should be built on the unit principle; that is, it should be capable of almost 
indefinite expansion without destroying its .symmetry and serviceabihty. Sec- 
ond, the building should be flexible; that is, it should be so constructed that 
at any subsequent time rooms de.signed for one purpose may be transformed 
at slight expense into rooms suitable for other purposes. One means of mak- 
ing a building flexible is to avoid i-lacing flues and ducts in ytartitions which 
separate adjacent rooms. 

What are the Immediate School Building Needs of Lawrence? 

(a) The committee recommends that the district proceed at once with th(> 
erection of the new senior high school, pro^•iding for flexibility and on the 
unit plan. 

(b) Until such time as the community is able to build a new junior high- 
school plant (and that will be a period of years if it handles its elementar\- 



76 Univcri<iti/ of Kansas. 

school situation adequately) the committee recommends the readjustment ot 
the three buildings at Ninth and Kentucky streets to accommodate the 
junior high school. For 900 pupils of the seventh, eighth and ninth grades 
there should be provided the following rooms : One auditorium ; study halls or 
home rooms; two gymnasiums, one for boys and one for girls, with showers 
and dressing looms, library; the equivalent of ten rooms for home economics, 
manual and industrial subjects and the commercial branches; and approxi- 
mately twentj^-five regular class rooms. 

(c) The elementary school building program should be carried out as soon 
as the district is able to finance it, but in no event later than the dates in- 
dicated in the tabic summarizing the building program. 



SECTION III. 
Financing the School Building Program in Lawrence. 



CHAPTER IX. 
School Finances. 

lu any di^ciu<siou of thu fifth point raised in the beginning of part II, "How 
Should the Immediate and Ultimate Needs be Met?" there must be a com- 
{taratiAe stutly of school costs and school finances. 

.4 good system of schools is never maintained cheaply. Some cities are 
spending more than Lawrence and some are spending less. A general com- 
parison will serve to point out the variations. At the present time there is 
no recognized, general standard which tells us what a city of a certain tA-p(^ 
and size should pay for its public schools, so that one of our best methods of 
measuring school costs of a city is by comparison with other cities of similar 
size and location or kind of problem. 

The "Financial Statistics of Cities," compiled by the United States census 
bureau, and the financial statistics found in the annual reports of the United 
States commissioner of education arc frequently used in such studies, but 
they were not available of sufficiently recent date, following their suspension 
for the war period, to serve the need of this study. A request for the data 
needed was mailed to the superintendent of schools in (>ach of 112 cities of 
the United States whose population fell between 10,000 and 25,000. The re- 
turns for 52 cities including Lawrence were received and tabulated. The cities 
from which questionnaires were returned are listed in the tables reporting the 
results, in the pages following. 

The questionnaire recpiestetl data on the following points: Population by 
1920 federal census; children of school census age (with inclusive ages desig- 
nated) ; assessed valuation of property (wnth explanation of basis of assess- 
ment) ; tax levies for 1919-'20 and 1920-'21 (stating the school and total levy 
for all purposes) ; whether or no the legal maximum had been reached for 
the municipality; the amount of money spent for schools except buildings and 
bonds for fiscal year ending about July, 1920; the amount spent for erecting 
and equipping buildings and retiring bonds; the average daily attendance for 
the school year 1919- '20 in the elementary schools and in junior and senior 
high schools; and the present enrollment in these groups. Another sheet 
requested the total bonded indebtedness of the city for other than school 
purposes; the bonded indebtedness of the school district as distinct from that 
of the city; the policy regarding the payment for new buildings; and the 
estimated valuation of the school plant of the city. 

A financial study of this tyjie designed to answer tlie (iii(\-<tion. "Can and 



(77) 



78 Vtiiverfiity of Kansas. 

How May this City Finance a Building Program?" must treat carefully- tho 
following: 

1. Statutory and constitutional basis of school system. 

2. Ability of this city to support education. 

3. The size of the educational problem. 

4. The present cost of education in this city. 

5. The investment in the present school plant. 

6. Financing the proposed program. 

Statutory and Constitutional Basis of the School System. 

The constitution of Kansas, ratified October 4, 1859, contains certain edu- 
cational provisions in articles II and IV, and with this constitutional au- 
thorization successive legislatures have fornuilated a body of laws relating to 
the common schools of Kansas. Section 9127 of the Code of 1915 defines 
cities of the second class as those attaining a population of 2,000 and not 
(exceeding 15,000. Lawrence is, and has been for many years, a cit\- of the 
second class. Section 9128 says, "In each city governed by this act there 
shall be established and maintained a system of free, common schools, which 
shall be kept open not more than ten months in any one year, and shall be 
free to all children residing in such city between the ages of five and twenty- 
one years." 

Section 9065 provides for a nonpartisan board of education consisting of 
six members elected at large, this body "constituting a body corporate and 
politic possessing the usual powers of public corporations." 

To finance the schools the board of education is authorized by section 399. 
Laws of 1905, "to levy a tax for the support of the schools" limited by the 
Laws of 1920, chapter 52, section 8, to a levy not exceeding 12 mills for the 
support of the schools and 2 mills for the purchase of sites and for the con- 
struction and repairing «of school buildings. By section 9384 a levy not to 
exceed one-half mill may be made for industrial training. The board may 
issue bonds on authorization of a majority of the quahfied electors of the 
district voting at any election, called for the purpose, providing the total 
amount of bonded indebtedness does not exceed three and three-fourtlis per 
cent of the "authorized valuation of the territory" within the jurisdiction of 
ihe board. These bonds may not run for a longer period than 20 years but 
may be refunded by the board without a vote of the people. (Laws 1920, 
ch. 55, sec. 2.) 

Section 9166 pro\ides that on authorization of a majority of the electors 
\oting at an election called for the purpose the board may proceed with the 
erection of a school building the necessity of which has been shown, and levy 
each year for a period of years not to exceed in any one year two mills on 
the dollar of all taxable i)roperty within tlu^ district. 

The Ability of Lawrence to Support Education. 

Table 38 shows the wealth per capita based on the real valuation of the 
property of forty-six cities studied in this connection. The term "real 
value" demands explanation. It refers to 100 per cent of the value placed 
upon the wealth by the assessor. It does not always indicate the exact amount 
upon which taxes are levied. For example, Iowa taxes are levied on but one- 
fourth of the assessed valuation, while in Nebraska the taxable valuation 



School Survey of Lawrence. 



79 



basis is but one-fifth aud in Minnesota two-fiftlis on certain types of propert.w 
Real value, on the other hand, does not mean market value. The question- 
naires returned indicate that in the majority of communities the "real value" 
is far below the market value. The tendency is always to undervalue propertv' 
rather than to place too much value upon it. For comparative purposes re- 
rurns have been stated here in terms of 100 per cent of real \aIuation. Of 



TABLE 38.— Rkal Valvation Per Capita (102(i). 



Name of City Per Capita 

Salina, ilans. |1826.98 

Mishawalca, Ind. 1750.00 
Ann Arbor, Mich. 1665,30 
Ironwood, Mich. 1573.64 
Eutohlnson, Kans. 1564.74 
Hastings, Nebr. 1477.15 
lehpeming, Mich. 1387.00 
Pocatello, Idaho. 1355.50 
Atohison, Kans. 1349.54 
Lawrence, iiane . 1277,48 
Marion, Ind. 1276.40 

Calumet, Mich. 1251.93 

Champaign, 111. 1225.23 
Rochester, Minn. 1175.44 
Iowa City, la. 1160.45 

Grand Island, Nebr. 1155. 50 
Cheyenne, Wy. 1128.82 

Attlehoro, Maes. 1120.70 
Clinton, Mass. 1082.95 

St. Cloud, Minn. 1052.73 
Coffeyville, Ks. 1013.54 
Boulder, Colo. 993.94 

Pittsburg, Kb. 991.12 

Leavenworth, Kb. 973,66 
Ft. Dodge, la. 963.24 

Bloomington, Ind . 932 .00 
Alpena, Mich. 911.06 

Alton, 111. 900.00 

Parsons, Kans. 878.75 

Burlington, la. 867.92 

Marquette, Mich. 850.00 
Mason City, la. 847.25 

iTlnona, Minn. 843.58 

Owasso, Mich. 835.32 

Itorinette, Wis. 834.22 

Grand Forks, N.D. 822.59 
Ardmore, Okla. 798.86 

Independence, Mo. 796.85 
Ottumwa, la. 778.93 

Enid, Okla. 778.00 

Saet Waterloo, la. 758.54 
Bartlesvilie.Oiaa. 758.05 
Llarshalltovm, la. 688.00 
Clinton, la.' 535.55 

Jefferson City, Mo. 338. 89 
dedalia. Mo. 338.41 



|500 llOOO |1500 



|2000 



1 
E 
3 
4 
5 
6 
7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
SO 
21 
22 
23 
24 
25 
25 
27 
28 
29 
30 
31 
32 
33 
34 
35 
36 
37 
38 
39 
40 
41 
42 
43 
44 
45 
46 



course the assessed value of a cit\- may change with a change m the personnel 
of the board of assessors; in fact, careful and honest assessment of property 
is a very important factor in city finances. The table following then probabb' 
represents as fair a comparative measure of real valuation as would any 
table based upon estimates of value now available. 

This table and chart show that among 46 cities making returns Lawrence 
ranks tenth; that is, it is a wealthy city— exceeded only by nine, three in 
Kansas and six outside. In fact it ranks in the highest 25 per cent of the 
cities. In the Rockford financial report of 1919 the median per capita wealth 



80 



University of Kansas. 



of 22 cities as reported was $1,210.36. Englehardt ("A School Building Pro- 
gram for Cities," p. 90. table LII) found that the median in 1916 for all cities 
abo\'e 30,000 was .Sl,087 per capita. The conclusioj^, then, is that Lawrence ('.s. 
comparatively speaking, a wealthy city nnd can afford both good schools and 
good viunicipal improvements. 

Table 39 shows the valuation per child in a\erage daily attendance last year. 
A high rank here does not necessarily mean that the city as a whole is wealthy, 
for a large part of the school enrolhntnit may b(> in private and parochial 
schools, but it does mean that a high ranking city in this particular has 



T.\BLK 3!». Ri'MT; ^'AI.rATIO^• Per Cnu.i) in Avkhm.i: Daily Ai rKXDAXiE Last Year. 



Same of City Per Capita Wealth Ran:-; 



Uiahawaica, Ind. 
Salina, Kansas. 
Hooheater, Minn. 
Rlohmond, lad. 
Atchison, Kans. 
Iov»a City, la, 
Hutohlnson, Kansas. 
Clinton, Mass. 
Hastings, Nebr, 
Lawrence . Kansas. 
Winona, Minn, 
Leavenworth, Kans. 
Attleboro, Mass. 
Coffeyville. Kans. 
Grand Island, Nohr. 
Parsons, Kaoa. 
Keoloiic, la. 
?t. Dodge, Is. 
Burlington, la. 
Boulder, Colo. 
BartlesTllle, Okla. 
Pittsburg, Kans. 
Clinton, la. 
Uason City, la. 
Sast Waterloo, la. 
Ardmore, Okla. 
Ottumwa, la. 
-Sedalia, Mo. 



.^12674.26 
10308.32 
9926.26 
9716.70 
9676.40 
9266.31 
9130.83 
8869.84 
8192.39 
7698.28 
7594.32 
7640,88 
7420.08 
6804.03 
5755.49 
6634.03 
6416.21 
5221.97 
6034.56 
5856.34 
5659.63 
5606.95 
5129.81 
5052.00 
4878.80 
4445.08 
4018.59 
2087.07 



1 

2 

3 

4 

5 
6 
7 
8 
9 

10 
11 
12 
13 
14 
15 
16 
17 
18 

19 
20 
21 
22 
23 
24 
25 
26 
27 
28 



$3000 $6000 .f9000 S12000 



a large anionitt oj tceulth jor each child in arerage daily attendance as coni- 
Itared with other cities low down in th(^ table. 

Here again Lawrence.ranks high with $7,689.28 of wealth behind each child 
in school. This still argues for ample support for the schools. It is mani- 
festly possible for a city like Iowa City, Iowa, or Hutchinson, Kan., or Law- 
rence, to spend more money per child in axerage daily iittendance than Mason 
City, or Oftumwa. or Pitt.sburg. 



School Surrc}/ of Laivrcna . 81 

CHAPTER X. 

The Size of the Education Problem in Lawrence. 

The following table shows how large a part of the population of Lawrence 
is now in school: 

TABLE 40. — Peiu'knt.vgk ok Popur.ATiox Enrolled in Schools this Year (1920-'21). 

Percentaoe of 

Xainr of citii. population. Rmik. 

Iiidependenne, M.i 23 . 62 \ 

Carthage, Mo 23 . 40 2 

Attleboro, Mass 23. 22 3 

Enid, Okla 21.42 4 

Hasting.s, Neb 2 1 . 4n 5 

Ishptmiing, Mich 21 . 1!( 'i 

Ironwood, Midi 21.11 7 

Pocatello, Idaho 21 . 0(i S 

Marshalltown, Iowa 20 . 74 9 

Salma, Kan 20 . S8 Id 

Boulder, Colo 20 . 40 U 

Grand Island. Nel) 20 . 31 12 1st Quartile 20 . 31 ' i 

Hutchinson, Kan 19.87 13 

Bloomington, Ind 19 . 84 14 

Ardmore, Okla • 19.74 I'l 

Marion, Ind 19.07 10 

East Waterloo, Io\v;i 19.40 17 

Pittsburg, Kan 1;».24 In 

Virginia, Minn 19.20 lit 

Bartlesville, Okla 10. 00 20 

Sedalia, Mo 19.03 21 

Ottunivva, Iowa 1 S . 73 22 

Lawrence. Kan 18-64 "JS Median 18.64% 

Grand Forks, N. Dak I « • 40 24 

Mason City, Iowa 1 *^ • 20 25 

Cakunet, Mich 18.13 20 . 

Coffeyville, Kan 18.08 27 

.\nii Arbor, Mich 17.70 28 

Fort Dodge, Iowa 17 . 30 20 

Burlington. Iowa Ifi -91 '^O 

Freeport, 111 "J • 2-') 31 

Mankato. Miiui 15.34 32 

Alton, 111 IC ■ ;^'' -^^ 

Parsons, Kan • 1.) . 24 34 

.\tchison, Kan li-"" ^^■' ^^'1 Q'l^'itile 14.9,% 

Misha waka, Ind 14 • '' ' ■'■*-' 

Cheyenne, Wyo 14. uo 3 , 

Iowa City, Iowa 14.42 3S 

Rochester, Minn VA.u:> 3J 

Clinton, Mass ' 1 -^ • ''"-^ 40 

Leavenworth, Kan 13.22 41 

.\lpena, Mich l^-J^" 42 

Marquette, Mich 12-^0 4.< 

Jefferson Citv. Mo 1 2 • ' ^ \z 

Winona, Mum 1^-;1 4;. 

Man..ette, Wis H -i'l j'j 

St. Cloud. Miiui '■'•"' *' 

Table 40 shows the percentage of the total iiopulaliuii in the piil)lic .-^cliools 
\-aries from 23.6 per cent in Independ/ince, Mo., to 9.97 per cent in St. Clond. 
Minn., with Lawrence 24th in this group of 48 cities with 18.6 per cent of her 
total population enrolled in the public schools. (This table does not take into 
consideration parochial school enrollment which is large in some cities.) Thi'< 
fihoxos that the Lawrence enrollment is not excessive hut median. Consc- 
quenthj Lawrence does not have the problem oj an excessive mnnber oj chil- 
dren for her popidation and wealth that some cities have. 

The next question of concern here is. what part of the school population is 
found in high school? 

(i— K. U. Ext. Bui. 4212 



82 University of Kansas. 

TABLE 41. — This Yeau's (1920-'21) High School Prohlem — -Percentage Present High 
School Enrom,ment is of Total Enrollment. (Four-year High Schools Only.) 

Per cent of total 

Name of citi/. ' enrollment. Rank. 

Iowa City, lown 34 . 15 1 

Lawrence. Kan 31 .43 2 

Boulder, Colo 30.53 3 

Ann Arbor, Mich 24.71 4 

Enid, Okla , 24.29 5 

Luavenworth, Kan 22 . 85 C 

Grand Forks, N. D 22 .69 7 

Carthage, Mo 22.64 8 1st QiinvtiU- 22.049; . 

Atchison, Kan 22 . 63 9 

Marin>=tte, Wis 20.91 10 

Mason Citv, Iowa 20 . 87 11 

Freeport, III 20 . 82 12 

Bloom;ngt)n, Ind 20.64 13 , 

Alpena, Mich 1 9 . 66 14 

Ishpeniing, Midi 19.64 15 

Clinton, Mas.s 19.12 16 Mwliaii 1!M29; . 

Cheyenne, Wvo 19.00 17 

Keokuk, Iowa 19.01 18 

Marquette, Mich 18.94 19 

Parsons, Kan 18.81 20 

Burlington, Iowa 17 .61 21 

Owasso, Mich 17.38 22 

.Jefferson City, Mo 17.25 23 

Ft. Dodge, iowa 16 . 92 24 3d Quart ilc 1 r, . '.<-i ' ; 

Pittsburg, Kan 16 . 68 25 

Clinton, Iowa 15 . 62 26 

Sedalia, Mo 15 . 50 27 

Coffeyville, Kan 15 . 22 28 

Grand Island. Neb 15.05 29 

Ottumwa, Iowa 11.81 30 

Attleboro, Mass ; 10.13 31 

The situation for this year is showTi in table 41, which shows tiie per cent 
of present enrolment in high school in the various cities. (Four-year high 
schools only are considered in this table.) 

Lawrence ranks second with 31.42 per cent of its pubhc-school enrollment in 
high school, exceeded only by Iowa City with 34.15 per cent. It will be noted 
that Boulder, Colo., stands third and Ann Arbor ranks fourth — all university 
cities. The median here is about 19 per cent, showing that college and uni- 
\'ersity towns have large high-school problems on the whole compared with 
cities having no large institutions of higher learning. 

This city also ranked second last year in the same list in the per cent of 
total average daity school attendance found in the high school. 

Such a situation means that this tj^pe of community must invest a relatively 
large per cent of its school funds in a high-school plant and in high-school 
education as compared with other cities having smaller percentages enrolled 
in their high schools. Thus Lawrence, Ann Arbor, Iowa City, and Boulder 
must expect to maintain large high-school plants and spend proportionately 
more on high-school education than oth«r communities of the same population 
or same school enrollment. 

These tables show that Lauretice has just about the median jjercentage 
I nrolled in its schools but more than thirty per cent of the pupils are in high 
■school. Thus it does not have an extraordinary educational problem, but it 
must expect to make a comparatively large investment in a high-school plant 
and pay a larper proportion of its revenues for high-school purposes than 
many other cities. 



School Survey of Laivnncc. 83 

The Cost of Education in Lawrence. 

1. Per capita costs for high school, junior high school, and elementarj' 

schools. 
■2. Tax levies for 1920-'21 and for 1919-'20. 

(a) School only. 

(6) Building and bond only. 

(c) 'Consolidated school, municipal, county and stat< 

(d) Percentage school lew is of total. 
;j. Increases in 1920-'21 over 19i9-'20. 

1. Per Capita Costs for Lawrence, 1919-'20. 
The siunmary of school expenditures in this city for the fiscal year ending 
July 1. 1920, follows: 

Manual VmiklinK $3,277 . 6i 

High school 39,869 . 35 

Ctntral 26,236 . 85 

Quincy 9,149 . 56 

N w York 7,843 . 85 

Pinokiiev 8,200 . 57 

Woodlawn G,625 .07 

Lincoln 3,886 . 12 

Cordlev 5,480 . 86 

McAllaster 4,669 . 36 

.Superinttndent's office 5,143.09 

High-.school principal's office 2,951.71 

Clerk of board 2,414.51 

Truancy 270.00 

Treasurer 150 . 00 

Music 1,469 . 27 

Drawing 383 . 36 

Domestic .science 1,053 . 85 

Alt 770.13 

Dentist 381 . 42 

Physical 1,107 .74 

Shop 233.09 

Chemistry 276.35 

Physics 229 . 63 

Sundries 2,023.29 

Supendsion of building and grounds 1,325.98 

All buildings 13,907 . 74 

Agriculture 2,397 . 50 

Ungraded rooms 2,203.61 

Nurse 1,127.10 

New high-school site 100.19 

Total $155,150.09 

llus report shows that Lawrence spent for education last year $75.10 jier 
cai>ita, based on average daily attendance, $59.49 for the elementary schools. 
§84.53 for the junior high school and $95.21 for the senior high school. 

In the matter of "per capita cost per pupil in average daily attendance," 
LawTence ranked seventeenth in a group of 42 cities which ranged from $131.30 
per capita for Virginia City, Minn., to $41.73 for Ardmore, Okla. Lawrence 
was thus slightlj' above the median in per capita school costs but still in the 
middle fifty per cent of these cities. 

Among the factors commonly responsible for high costs of education are the 
following : 

(1) Abnormall}' high teachers' salaries; 

(2) A relatively large high school; 

(3) A junior high school organized along modern hnes; 

(4) Elementary schools reciuiring too large an outlay in proportion to the 

other units of the school system. 
Xo one who knows would argue that the salaries of Lawrence teachers are 
n ]ati\e]v high. Lawrence has, in a sense, been training teachers for other 



84 



Uiurer><}fij of Kansas. 



systems for manj- j'ears. The aA^erage salary is unusually low as shown by 
an investigation made recently by the superintendent of the Arkansas City, 
Kan., schools. 

Lawrence has had during the school year 1919-"20 according to the report of 
the secretary over two hundred nonresident pupils M'hich cost $95.21 per capita 
to educate from which the district received but $36 per capita according to 
the state law. In other words, this district spends manj' thousands more for 
the education of nonresidents than it receives. In other respects than size the 
high-school situation is not abnormal. The teachers teach as many classes as 
the North Central Association approves and there is a surprising lack of small 
classes. But the proportionately large high-school enrollment does increase 
the cost of education here. This situation, however, is one which cxeiy com- 
munity is compelled more and more to face — that is, the education tlnongh 
the high-school period of a larger proportion of its school population. 

Lawrence does have a modern junior high school, employing twenty-two 
teachers. Were these same pupils being trained in old-type elementary schools 
of eight grades each these pupils could probably be handled with four or 
five fewer teachers, but no one would argue that the saving thus effected would 
be justified in the light of the superior results being achieved by the modern 
organization which Lawrence enjoys. The instruction has been so well ad- 
justed to the varj'ing capacities of the pupils that there were fewer than 
twenty-five failures last spring among 395 pupils in a-\'erage daily attendance. 

The last factor contributing to the high costs, the elementary school situa- 
tion, needs very careful analysis. It should be borne in mind that there are 
seven buildings. thr(>e of four rooms each and four of eight rooms each, all of 
the latter being old. and the seven buildings accommodating but 1,048 pupils 
in average daily attendance last j-ear. 

The following tables analyze the expenditures for tlw-se buildings: 





TABLE 42.— Elementary School Costs per 


Capita by Schools. 




School. 


A. D. A. 


Instruction 
cost. 


All other 

costs. 


Total 
costs. 


Rank in 

costs. 


Cordlev 




83 


$52.12 


$29.87 


$81.39 


1 


Lincoln 




()9 


47.04 


26.80 


73,84 


2 


McAUaster 




93 


42.84 


26.00 


68.84 


3 


Woodlawn 




157 


41.30 


22.39 


61.04 


4 


New York 




174 


38.65 


21.56 


58.02 


5 


Quincy . . 




221 


35.03 


16.72 


56.59 


6 


Pinckney 




250 


33.44 


14.00 


47.44 


/ 



Table 42 shows that the cost of instruction is greatest in the buildings with 
relatively small numbers enrolled, and this cost decreases as the enrollment in- 
creases. The same observation pertains to costs other than instruction. Cord- 
ley and McAUaster are located so close to each other that neither building is 
filled to capacity. Room after room in both buildings has an average daily at- 
tendance of barely twenty — sometimes less. New York has eight rooms and 
might be one of the economical buildings if McAUaster and Quincy were not 
so close that barely six rooms can be filled. Woodlawn and Lincoln serve the 
same ten'itory. Together they require ten teachers and two janitors. Supt. 
R. A. Kent points out in his annual report that eight teachers and onc^ janitor 



School Survey of Lawrence. 85 

iii a iiiodeni plant could serve these pupils better. The comuiittee does not 
urge a large enrollment per teacher, but on the other hand no argument can 
justify the present uneconomical situation. At no time could any thinking 
person have justified two elementaiy school plants in the south section of the 
city on the basis of cost. One eight- or ten-room plant would have been ample 
and would have served that section more adequately, since under the present 
arrangement fifty or sixty grade pupils must still be sent to Quincy or New 
York. 

The expenses that could be definitely assigned to specific buildings were so 
assigned, while all others were totalled and assigned to the various buildings in 
proportion to the average daily attendance in those buildings. The general 
expenses were divided between instruction and expenses other than instruc- 
tion. For example, the expense of the superintendent's office was included 
under instruction expense while that of the office of the secretary was included 
under expenses other than instruction. 

The following table shows the final distribution of the total cost of each 
building under the two headings together with the per capita costs for ele- 
mentary, junior high and high-school education: 



86 



Universiti/ of /u/n.s'a.s 



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S'Chool Survey of Ldii-rencc. 



This table should be read: Cordley school cost $6,755.28 last year. Of this 
amount $4,325.59 was for instruction and $2,429.69 for expenses other than in- 
struction. The latter amount was 36 per cent of the total expenses, the A. D. 
A. (average daily attendance) of Cordley school was 4 per cent of the total 
average daily attendance of the school system. The per capita instruction ex- 
pense was $52.12; the per capita expense for other purposes $29.27, with the 
total per capita cost for the building $81.39, these per capitas being based 
in every case on average daily attendance. The waste that accompanies the 
l^ohcy of a multiplicity of small buildings is clearly evident here. 

The study of costs would be incomplete without a detailed analysis of the 
\a.rious items entering into that cost. The following table shows the per capita 
vast of various items for each school: 

TABLE 44.-i-PBR Capita Cost Analyzed for Elementart Schools. 



SCHOOL.S. 


Janitor. 


Light 
and 
heat. 


Supplies. 


Repairs. 


Printing. 


Lisur- 
ance. 


Equip- 
ment. 


Im- 
prove- 
ment. 


Interest . 


Lincoln . . 


.«8.30 


S3 13 


.?1.66 


?2.38 


SO. 23 


$1.29 


S4.74 


SO .34 


«0.44 


Oordley . . . 


7.70 


12.12 


1.50 


1.00 


21 


1.26 


1 50 


43 


43 


McAllaster 


6.96 


8.13 


1.76 


.82 


.19 


1.27 


1.25 


.18 


43 


Woodlawn 


4.54 


2.56 


1.70 


1.38 


15 


1 30 


1.29 


29 


43 


New York 


4.30 


6.17 


1.46 


3.03 


14 


1.27 


1:84 


29 


43 


Quincy ... 


3.42 


3.70 


1.71 


0.26 


13 


1 27 


1.47 


23 


43 


Pinckney 


2.99 


2.33 


1.44 


1.64 


.12 


1.27 


.98 


.11 


.43 



This table discloses the fact that in the items of janitor and heat and light 
the small school units are enormously more expensive as compared with the 
larger units. (There are so few lights in the elementary school plants that the 
item of hghts is negligible.) 

A similar analysis of costs by items for the junior and senior high .school 
is pre.«ented (in the following table: 

'IWBLK 4."i. Costs iuu Skxkih a.nd .luMiin High Schooi. Per C.\pit.\. 

Senior H. S. Junior H. S. 

Item. per capita. per capita. 

.Janitor $3.17 $2.27 

Light and heat 3.62 3.02 

Supplies 2.32 3 . 20 

Repairs 2.70 .i . 04 

Printing 21 .11 

Insurance 1.27 1.27 

Sundries .78 .41 

Equipment 1.35 4.47 

Improvement tax .10 .11 

Interest 43 - .43 

Table 45 shows the various items for high school and junior high school, 
both lists demonstrating clearly when contrasted with the same items for the 
eiementaiy school plants the economy of relativel}' large units. 

Because one might feel that the fuel situation for the one year, 1919-'20. 
was not typical, owing to the coal strike and the tendency to store coal for 
1920- '21, table 41 gives the fuel cost over a four-j'ear period and the rank of 
each building for that time. The three buildings occuping the first three places 
are those housing the largest number of pupils — the three high-school plants. 
New York school ranks fourth, with Quincy fifth and Cordley sixth. The 
following points are worthy of note : 



I'nircrsity of ivan.sa.s. 

TABLE 46. — Cost op Fuel for Four Consecutive Years, rt Schools. 













Sum 


Ranks for 


.'Schools. 


19in-'20. 


1918-'HI. 


1917-'18. 


1916-'17. 


of ranks 
4 years. 


four-year 
period. 


Cordlev 


S890.75 


$320.21 


$336.12 


$289.87 


24 


6 


Manual 


888.26 


901.20 


821.61 


649.31 


7 


• 1 


New York 


831.42 


417.12 


475.95 


335.88 


16 


4 


.lunior high 


642.54 


871.37 


976.83 


562.32 


M) 





Senior high ,. 


628.43 


675.84 


866.67 


598.92 


12 


3 


McAUaster 


626.28 


273.83 


252.52 


235.13 


34 


',) 


Quincy. 


.509.00 


400.41 


465.40 


316.68 


23 


5 


Pinc'kney . 


233.03 


506.20 


433.63 


264.03 


25 


7 


Woodlawii 


182.99 


325.37 


380.23 


230.25 


33 


8 


Lincoln 


U7.73 


385.89 


370.96 


203.53 


36 


10 



1. In four years it cost only $150 more to heat Pinckney tlian it did to 
heat McAUaster, and Pincknej- has more than twice as fnany pupils in average 
daily attendance. 

2. It cost more than one-third as much to heat Lincoln with less than 
seventy pupils in average daily attendance as it did to heat junior high 
with four hundred pupils. This is true notwithstanding the fact that Lincoln 
has been the cheapest building to heat during the period and junior high 
second most expensive. 

3. The Manual building cost more to heat than either Senior or Junior 
high. The explanation apparently lies in the fact that Manual is heated bj^ 
two small cast iron boilers while High and Junior high have tubular steel 
boilers. The type of heating plant in Manual is not economical. 

The general conclusion to be drawn here is that it is not economical to 
maintain a large number of relatively small heating plants, and it is very much 
more expensive i)roportionately to heat a small building than it is to heat 
a large one. In some in.stances it has cost just as much to heat a small build- 
ing as to heat a large one. 

Another fact oj siyiuficance is that had the elementary school children oj 
this city been housed in five elementary school bidldings last year instead oj 
in seven, five janitors could have cojed for the buildings. Had these buildings 
been equipped with mod'ern heating and ventilating plants these custodians 
would have spent many hours a week less on their jobs, and it is doubtful 
whether the fuel expense, building for building, would have been greater in- 
asynuch as the old buildings uyith their antiquated direct radiation iise an 
enormous amount of heat. 

The distinction between temporary and permanent repairs has apparently 
been lost, if indeed a valid distinction ever did exist; consequently the two 
have been combined here. The sum of $29,650.30 has been expended on re- 
pairs during the past six years. The Junior high school ranks first in this 
respect, with the. Senior high second. That is due to the fact that to run a 
modern junior high school in a plant designed originally for a twelve-room 
grade school there had to be many readjustments. 

In the Senior high the ever increasing numbers have necessitated much 
expense for remodeling. Quincy, Pinckney, and Woodlawn rank third, fourth, 
and fifth respectively with between $3,000 and $4,000 spent on each. (This 
(loos not include $1,380 spent for remodeling the windows on the south side 



ScJtool Surrci/ of Lawrence. 89 

of C^uinc}- winch was ijaid out of the funds for the fiscal year 1920-'21). 
These expensive repairs raise the question as to hoio 7nuch it is wise to spend 
Oil such buildings to reach the point ivhere further repairing will he a sheer 
waste of money, if that point has not already been reached with these three 
buildings. The ventilation in the repaired buildings is just as poor as always, 
their heating systems just as antiquated and wasteful, their lighting just as 
l)Oor as formerl}' (except for the four south rooms of Quincy), and special 
rooms so necessary in any scheme of modern education just as conspicuously 
absent as ever. 

Within a \'erj' few years this conuuvmity must conclude to abandon these 
old buildings and replace them with modern fireproof structures, properly 
lighted, heated and ventilated according to modern standards, and equipped 
with the special rooms so necessary in modern educational practice. If it 
<loes not do this the time is not far distant when the repair bill will represent 
an amount which would go far toward paying the interest on the investment 
fhat would replace the old, worn-out buildings with modern, sanitary, scientifi- 
raily constructed elementary school plans. 

The Problem of the Small Building. 

The general conclusion from this study of the cost of elementary education 
in Lawrence is that the maintenance of a large number of relatively small 
Iniildings so located that they cannot possibly be filled to capacity is "waste- 
ful. If Quincy, with an average daily attendance of fewer than thirty pupils 
to, the teacher, represents a school unit of the right size, then the elementary 
schools of the system would have cost a total of $55,931.76 or approximately 
■S6,500 less than they tlid. On the Pinckney basis with 31 pupils per teacher, 
the total cost would have been $51,278.64 or approximately $11,000 less than 
it was. The average of these two figures is very close to $9,000. hi other 
ivords, this school .system could educate its elementary school children in five 
buildings at approximately $9,000 less than it did last year, and gain the 
facilities that come from having pupils housed in large enough units so that 
.special rooms and special activities can be provided. If the number of build- 
ings could be reduced to four the cost would be somewhat less, for there 
would be one heating plant fewer and less janitor service required. And this 
saving could be effected without losing efficiency, for an a\-erage daily attend- 
ance of 31 plus per teacher represents about as nearlj' an ideal condition as 
any modern school system is able to attain and maintain. 

While the survey committee does not care to recommend for or against 
segregation of races in the school it desires to call attention to the cost of 
segregation as now practiced in Lawrence. Supt. R. A. Kent's last report not 
yet published states that all the children on the north side of the Kaw river 
could have been handled in one building and more effective work done, for 
a greater variety of subjects could have been offered. If the two buildings, 
Woodlawn and Lincoln, were combined it will be noted that the total average 
daily attendance would have been only 226, or barely enough for seven regular 
and one ungraded teacher. In 1920-21 the enrollment in both schools is 
enough to justify a total of only seven teachers instead of eight. In other 
w-oids, segregation on the North Side alone cost this community $4,000 last 
vear and the cost this >'ear will approximate $6,000, Furthermore, of the 295 



90 ,Universiti/ of Kansas. 

colored children enrolled this year in the elementaiy schools but 65 are en- 
rolled in Lincoln school on the North Side. // segregation is practiced it is 
manifestly not economy to make it a half way measure for less than 25 per 
cent of the colored children of the city a)id for a limited section of its terri- 
tory at so great an added expense. 

If this community is ever to realize 100 cents on e\erj' dollar that it invests 
in the education of its elementarj^ school children it must start as soon as 
possible to carry out the provisions of the building program outlined in an- 
other section of this survej' report. Until it does this it will continue to waste 
thousands of dollars on maintaining a large number of very small elementary 
school units several of which are poorly located, and other thousands of 
dollars on repairing old buildings which belong to an education of an older 
type and to a generation that has passed away — buildings that have already 
given the community value received for the original investment during the 
fifty years that they have been in use, but buildings that are now giving far 
from value received for the amount which this conununity must continue to 
invest in them. Until it effects a radical change in this situation it must con- 
tinue to pay a first-class price for an elcMuentary (Mlucation of a second-clasj; 
character. 

TABLE 47.--LFAY FOit Scjiodi, Biumum: ami Bonds Only, 1920-'21. » 

$2.00 $4.00 $6.00 |aoo 



Name of City 


Dollars Per M. 


Ran 


Sedalia, Mo. 


»V.OO 


1 


Carthage, Mo. 


8.00 


2 


Mason City, la. 


6.30 


5 


Jefferson City, Mo, 


5.50 


4 


' Boulder, Colo. 


5.?5 


5 


Parsons, Kans. 


5.20 

5.00 


6 


Independence, Mo. 


I 


Hutchinson, Kans. 


3.90 


Ottumwa, la. 


2.73 


9 


Pocatello, Idaho. 


2.60 


10 


Iowa, City, la. 


2.50 


11 


Sast Waterloo, la. 


2.50 


12 


Coffeyville, Kans. 


?.12 


13 


Pittsburg, Kans. 


3.00 


14 


Marahalltown , la. 


1.83 


15 


Enid, Okla. 


1.80 


16 


Bartlesville, Okla. 


1.70 


17 


Hastings, Hebr. 


1.66 


18 


Ironwood, Mich. 


1.60 


g 


Marinette, Wis. 


1.60 


Atchison, Kans. 


1.50 


21 


Butlington, la. 


1.40 


22 


Keokuk, la. 


1.38 


23 


Champaign, 111. 


1.53 


24 


Alton, 111. 


1.33 


25 


Salina, Kans. 


1.20 


26 


Bloomlngton , Ind. 


1.20 


11 


Leave nworth, Kans. 


1.04 


Richmond, Ind. 


1.00 


29 


Ann Arbor, Mich. 


1.00 


30 


Mishawaka, Ind. 


.65 


51 


Cheyenne, Wy. 


.65 

.56 


32 


Lawrence , Kans. 


53 


Grand Island, Uebr. 


.40 


34 


Marlon, Ind. 


.40 


35 




2. T.\x Levies fok 1919- '20 and for 1920- '21. 
A question of vital interest in every city is that of taxation. With the ad- 
vent of the war this question became increasingly acute and complex until 
manv states have had to amend their taxation laws so that cities might have 



School Survey of Laicrence. 91 

revenues with which to operate. School co^ts ha\'e beeu laouuting even more 
rapidly than other costs owing to the fact that the enrollment has been in- 
creasing and the demand for increased educational opportunities has been 
intensified as a result of the disclosures of the war period. 

It is in order then to make a careful comparative study of the levies of 
Aarious cities in comparison with the levies of LawTence. This is done for the 
A'ears 1919-'20, and 1920-'21 under the following headings: Levy for all-school 
purposes except buildings and bonds; levy for buildings and bonds; total 
school lev3^; total consolidated levy for all i)urposes — local, county, state, and 
school. Inasmuch as there is much variation in levies these were reduced in 
all cases to a common basis, namely dollars per thousand of real valuation. 
This is in reality mills per dollar of real valuation, but it is assumed that it 
is much more easily comprehended as dollars per thousand. 

Many cities did not reply to this question and many more replied onlj' in 
]iart. The facts are given as collected because there were enough returns to 
be significant. 

Table 47 shows that Lawrence has a le\'y of only iift\' (;cnts per thousand 
dollars for purposes of school buildings and bonds. There are only two cities 
in the list of 35 that have a lower lev.v for such purpose than LawTence. Table 
48 makes a similar comiiarison with riM'erence to the total money raised for 
all school purposes: 

T.AJBLE 48. — Total 81 hodi, Lkw. lii-jn--il. 

Hamo of City Dollars Per U. Rank $6.00 #10.00 $15.00 .JSO.OO $25 

Uaaon City, la. #24.73 1 ^^■■^■^^■■^■■■^^■^■■■^■■^ 

lUrshalltown, la. 24.33 2 ^■■■■■■■■^■^^^^■■■■■^^■iai^ 

St. Cloud, Ulnn. 22.80 3 ^^^■■■■^^■■■■■■^^^^■■■■l 

East Waterloo, la. 20.26 4 ^tm^^^^^^^a^mm^m^mmm^mi 

Sedalia, Mo. ^9'°'^ 5 ^^^^^^^mi^^^m^^t^^m 

Iowa City, la. 18.75 6 ^^^^^^^^^H^^i^^^BBM 

Grand Forks, N. D. 18.40' 7 ^^^^^mi^^^ma^^m^^^m 

Burlington, la. 18. I5 8 i^^^bb^h^hh^^BHHI^HI 

Ottumwa, la. 18.08 9 ^^^HHl^^^i^^B^^^HHiHB 

Carthage, Uo. 18.00 10 HHi^^BHH^B^HHail^^^Bi 

Boulder, Colo. 18.00 11 ^gg^aammmam^i^^^tmi^^ 
BartiesTiiie, okia. 16.70 12 ^^t^^m^m^m^aa^mi^m 

Focatello, Idaho. I6.50 13 ^^—i ^^— ^— ^^^iW 

Coffeyrille, Kane. 16. 08 14 — |^^— i^— — 11 

Parsons, Kane. 16.00 15 — I^Bi^^W^^— — 

Enid, Ok-la. 15.OO 16 ■—■—^^■^^■^i* 

Hastings, Hebr. 14.60 17 ■■■■■■■^^■■^^^^" 

Jefferson City, Mo. 14.50 18 — ^— ^^^^"j!!!^^™ 

Owasso, Mich. 14.40 19 ""J^^^^^^^^^^^F 

Pittsljurg, Kans. 15«75 20 ^^^^^^^^^^^^J 

Bloomington, Ind. 15»50 21 ^^^^^^^^^^^^^" 

Keokuk, la. 13 •45 22 ^^^^^^^^^^^^ 

Independence, Mo. 13. 00 23 ^^^^^^^^^^^^? 

Hutchinson, Kans. 12.90 24 ^^^^^^^^^^^ 

Lawrence, Kans. 12.63 2| ^^^^^^^^^^^m 

Grand Island, Nebr. 12.40 26 ^^^^^^^SimSm 

Leavenworth, Kans. 12.00 27 ^^i^^hh^i^^ 

Richmond, Ind. 12.00 28 ^^^m^— ^^ 

Ironwood. Mich. II.80 29 ^^j^gggn^g^ggi^ 

Champaign, HI. 11*33 30 ^^^^^^^^^^ 

Alton, 111. 11-55 51 ^MH^^BBB. 



Atchison, Kans. 



11.00 32 



Salina, Kans. 10.50 33 

Peru, Ind 



Marion, Ind. 



10.30 34 

10.20 35 



Cheyenne, Wy. 9.95 56 

Marinette, Wis. 9.70 n 

Ann Arbor. Mich. ?.30 5" 



Alpena, Mich. 



5.90 39 



92 University of Kansas. 

This table .shows that, 24 of the 39 cities raise a higher levy than does this 
,city for the support of their schools. Lawrence appears to be only a moderate 
provider, falhng below the average. 

Data relati-\'e to the total tax levy of the cit.v are presented in table 49. 

TABLE 49. — Total City Levy for all Purposes, 1920-'21 — .School, City, County, 

AND State. 

Name of City Dollars Per M. RankTo Jio J20 | 30 $40 i( 

I I 1 I 1 i. 

Mason City, la. ^9.8? 1 ■■■■■■■■■l^BHlH^^Hl^lBHII^HBHi 

Ardmore, Okla. 44.62 2 ■■■■■■■^^^^l^^l^H^^^^HBHHIHi 

Carthage, Uo. 43. 05 3 m^m^mm^^m^^mt^^mmi^m^^ma^ 

Sedalia, Mo. 42.80 4 —— l^^^l^^^—— — — 

East Waterloo, 42.75 5 l^HH^iai^HaHHBI^^HHHBI^HiHIH 

liarshalltown, la. 42.00 6 — ^M^M^^— ^i^i^M^^^— 

Iowa City, la. 41.75 7 ^''^^— ^— ^^^1^^— ^ 

Grand Forka , N.D. 41.70 8 ^^^^^^SSS^^^^^SS^^S 

Atchison, Kans. 40.30 9 ^^— ^'^— — ^— ^*^— ^^™ 

Burlington. la. 39.00 10 ^^^^^^^^^^^^^^^^^^ 

Marinette, Wis. 39.00 Xi ^^^^^^^^^^^^^^^^m 

Bloomington, Ind. 36.80 12^^^^^^^^^^^^^^^^^^^^" 

Bartlesville, Okla. 36.80 15^^^^^^^^^^^^^^^^^" 

Jefferson City, Mo. 36.00 1* ^^^^^^^^^^^^^^^^M 

Owasso, Uich. 35>00 }? ^^^^^^^^^^^^^S 

Leavenworth, Kans. ^'^'OO mSSSSI^^^^SSS^^mSmmm 

Pittsburg, Kane. 3'^.4S YL m^i^^m^a^mmma^mmm 

Parsons. Kans. ^^*^o i o Bi^BI^H^^^^Ha^^^^B 

Cheyenne, Wy. 32. 7S ^^ ■■^■■■■■■^^■^HHB 

Coffeyv ills, Kans. 32.50 ^° ^^^^^^^^^^^^m 

KeokuV. la. 31.93 ^^ SI^S^ZZ^^I 

Hutchinson. Kans. 20-91 ox IHHHiiHa^B^B^HB^ 

Marion. Ind. 28.20 H^^SS^^SS^ 

Wlahawaka. Ind. 27. »0 -e ■■■^^■■i^i^^^"" 

Grand Island. Neb r. 27-40 H^^^^m^m^m^ 

Ann Arbor. Mich. 27.53 2b ^ | 

Laurence. Kans. ^Z.Z ^r ■■■■^^■^^■^IB 

Hastings. Neb r. 25-40 |° HMB^^^MB 

Saima, Kans. 21.50 ^ 



It is evident in this table that the city of Law-rence had a general tax levy 
in 1920-'21 that w^s close to the lowest in the list of the 29 cities comi^ared. 
It was $7.73 below the middle or median levy shown in this table. 

Similar tabulations for the year 1919- '20 disclosed the following facts: 

(a) In the levy for all-school purposes except buildings and bonds Lawrence 
ranked twenty-fifth among forty cities, Lawrence's levy being $8.98 per thou- 
.sand of valuation Avhile the middle city had a levy of $10 per thousand. 

(b) In its levy for buildings and bonds Lawrence, with $1.40 per thousand 
of valuation, ranked twentj'-second among 36 cities, the middle city having a 
levy of $1.60 per thousand for the same purpose. 

(c) In its total school levy Lawrence, with $10.38, ranked twenty-fifth 
among 40 cities, the middle city having a total levy of $11.75-. 

(d) In its total levy for all municipal and school purposes Lawrence with 
S24.45 ranked twenty-sixth among 29 cities, the middle citj' having a levy of 
S31.20 per thousand, and 7.5 per cent of the cities having above $26.65 per 
thousand. 

The foregoing tables and facts show that both for school and municipal 
purposes Lawrence citizens are taxed relatively low compared with the citizens 
of other cities. 

The question, how much of our city taxes goes to the support of the schools, 
and, is the percentage too large? maj' be answered by a comparison in this 
respect with the previous list of cities. Lawrence spent 44.46 per cent of its 



School Surrey of Lawrence. 93 

total taxes on its scliools in 1920-"21, and in this item was fourteenth in a hst 
of 28 cities. This was the median proportion, and by this comparison it 
would not appear too large. The list ranged from less than 25 per cent for 
Marinette, Wis., to more than 63 per cent for Mason City, Iowa. In a similar 
comparison for 1919-'20 it was shown that 42.43 per cent of the total levy in 
Lawrence went for the support of the schools, thus giving it the rank of sixth 
among 28 cities. The middle city had given 37.08 per cent of its taxes for 
schools. 

Investment in the Present School Plant. 

TABLE 50. — Ratio op Valuation of School Plant to Total ^^\LUATIOx, Expressed in 

Percentages. 

Name of city. Prrrentaoe.^. Rank. 

East WatPi-Ioo, Iowa 11.48 1 

Sedalia, Mo 8.73 2 

Ardmore, Okla 7 . .58 3 

Ft. Dodge, Iowa 7.82 4 

Peru, Ind 7.32 ."> 

Enid, Okla • 6.97 (i 

Grand Forks, N. D , 0.95 7 

Marshalltown, Iowa 0.64 8 

Mason City, Iowa 0.47 9 

Jefferson City, Mo .'>. 44 10 

Champaign, III 5.07 U Ist Quartile 5.67'; 

Virginia, Minn 5 . 28 12 

Bloomington, Ind 5.10 13 

Independence, Mo 4 . 80 14 

Bartlesville, Okla ' 4.6 15 

Owasso, Mich 4.76 10 

Rochester, Minn 4.0 17 

St. Cloud, Minn 4.54 IS 

Marinett, Wis 4.31 19 

Atchison, Kan 4.24 20 

Ottumwa, Iowa 4.18 21 

Iowa City, Iowa 4.18 22 Median 4 . 18'; 

Hastings, Neb 4.1 23 

Grand Island, Neb 3 . 96 24 

Ironwood, Mich 3.94 25 

Marion, Ind 3 . 79 26 

Hutchinson, Kan 3 . 50 27 

\m\ Arbor, Mich 3 . 38 , 28 

Calumet, Mich 3.03 ' 29 

Attleboro, Mass 2 .97 30 

Boulder, Colo 2 . 83 31 

Burlington, Iowa 2 . 82 32 

Marquette, Mich 2 . 75 33 3d Quartile 2 . 82% 

Salina, Kan 2 . 59 34 

Cheyenne, Wyo 2.53 35 

Pocatello, Idaho 2.32 30 

.Alton, 111 2.22 37 

Clinton, Mass 2.21 38 

liawrenee, Kan , 3 . 20 39 

Coffeyv-ille, Kan 2.13 40 

Pittsburg, Kan 2.12 41 

Keokuk, Iowa 2.09 42 

Richmond, Ind 1 . 65 43 

Leavenwoith, Kan 1 .03 44 

This shows the percentage the valuation of the school plant is of the as- 
sessed valuation of the property. It ranges from 11.48 per cent in East Water- 
loo where every building is comparativelj' modern to 1.63 per cent in Leaven- 
worth, Kan., where a survey a few years ago showed a deplorable condition in 
the buildings. The Lawrence school plant valued at $351,602.58 by R. A. 
Kent in 1920 represents 2.2 per cent of the valuation of the .school district. It 
will be noted that the median is 4.18 per cent. Certainly if many cities can 
afford school plants representing jrom 4 V<'r cent to S per cent of their valua- 
tion, Lawrence can do the same. 



94 University of Kajisas. 

> 
It may be remarked that it is difficult to determine the present vahie of a 
school plant. If there were anj- method of computing the depreciation of a 
school building doubtless many included in the valuations above would long 
since have lost all value. On the other hand, it is evident to anyone ac- 
quainted with building costs at present that many of the plants could never be 
I'.placed at the figures there given. The chief value of this table, then, is to 
compare the valuation of ijlants with one another rather than to arrive at the 
exact ratio that their value bears to the real valuation of the property. To 
one acquainted with school plants it is not strange to find the comparative 
\-aluation of the school plant in Iowa City, Iowa, where all buildings are com- 
paratively new or Rochester, Minn., worth twice what the Lawrence buildings 
are worth. Those cities have in recent years discarded their old buildings and 
leplaced them with modern, fireproof structures in which a modern educational 
pvogram can be administered. 

Municipal and School Bonded Indebtedness, 

Lawrence owes $60.60 per capita that has been exi)ended for municipal pur- 
poses according to the latest data available, which classes it fifth among the 
cities studied in this comparison. The median for the 36 cities studied is 
$18.11, or about one-third that of Lawrence. And this city is profiting by 
such municipal investment. She has her paved streets, sewer system, a far- 
fimed water plant and a park system which makes her known as one of the 
most beautiful of cities for residential purposes. 

In contrast with this, Lawi-ence has a school indebtedness of only $8.91 per 
capita. Compared with 46 other cities in this respect it is twenty-eighth, thus 
showing a relatively low school indebtedness. But Lawrence has an ele- 
inentarj^ and high-school plant that is inadequate and deficient. Table 50 has 
shovni that only 2£ per cent of her assessed valuation is in her school plant; 
her per capita indebtedness for school purposes is only $8.91, as against 
■S60S0 for municipal indebtedness. Does not the education of the children 
warrant an investment comparable with that made for the comfort and pleas- 
ure of the adult popidation? 

I'ABLE 51. — Ratio ni- Srnooi, Hondki) Indkuthdnkss to Rkai, Valuation. Expres.skd i.\ 

Percentages. 

Name of city. Perrenta(/e.'<. Rank. 

Aidmore, Okla 4 . 80 1 

Ft. Dodge, Iowa < 4-8:') 2 

Sedalia, Mo 3-74 3 

Mason Citj-, Iowa 3.74. 4 

Enid, Okla *. 3-40 ,o 

Bartlesville, Okla 3-3:') (i 

East Waterloo, Iowa • • • 3.19 7 

Jefferson Citv, Mo 3.03 8 

Pittsburg, Kan •2.7.'') 9 

Rochester, Minn 2-70 10 

Independence, Mo 2 . 36 11 

Pocatello, Idaho 2.34 12 

Hutchinson, Kan '2.14 13 

Iowa City, Iowa 2.11 14 

St. Cloud, Minn 2.10 15 

Grand Island, Nel. .' . . 1.97 16 

Hastings, Neb 1-85 17 

Chey^ine, Vl'Vo 1.68 18 

Grand Forks,' N. D 1-54 19 Median 1 . 54% 

Salina, Kan 1 . 43 20 

Atchison, Kan 1-39 21 

Marshalltown, Iowa 1-24 22 

Champaign, 111 1.11 2:3 



School Surrey of Lawrence. 95 

.saini uj rity. I'irci ntuiii s. 1,'ai'l:. 

Attleboro, Mass 1-00 24 

Alton, 111 93 25 

Lavrrence, Kan -69 26 

Coffeyville, Kan -68 27 

Winona, Minn .08 28 

Keokuk, Iowa 05 29 

Burlington, Iowa .65 30 

Mishawaka, Ind -05 31 

Bloomington, Ind .55 32 

Boulder, Colo 31 33 

Freeport, 111 32 34 

Marquette, Mich 27 35 

Peru. Ind 00 36 

Virginia, Minn ■ 00 37 

Table 51 show.s the i)ei-oentagc that tlie seliool boiuled indebtedness is of 
the real valuation. It ranges from 4.86 per cent in Ardmore, Okla., to nothing 
in Virginia, Minn., where they pay for each building out of tax levies while it 
1? being built. Lawrence ranks twenty-sixth among 37 cities with ^^Aoo of one 
per cent of its real valuation represented in school bonde4 indebtedness. 
Lawrence need have no hesitanee in voting several liuudicd thousand dollars 
in bond.? for school nuiiioses. 



96 



Unii'ersity of Kansas. 



CHAPTER XI. 
Financing the Proposed Program. 

From the foregoing facts it maj' easily be inferred that Lawrence is as able 
to finance an adequate building program as three-fourths of the cities report- 
ing, and these cities may be taken as representing the cities of 10,000 to 25,000 
in this section of the country. 

Payments for New School Buildings. 

The cost of permanent improvements in American school systems in i!n 
pjist has been met chiefly in the following ways: 

1. By cash payment made possible by taxation additional to that required 

for maintenance purposes — or a pay-as-you-go jjlan. 

2. By the issuance of bonds maturing at the end of a stated period of years. 

payment to be met through the establishment of a sinking fund. 

3. By the issuance of serial bonds, the last payment falling due in from Ten 

to twenty j^ears. 



The data secured by tlic committee with reforonci 
lated in table 52. 



to these i)lans is tabu- 



TABLE 52. 



Plan of Pavmknt. 


Number 
of cities 
reporting. 


Plan of Payment. 


Number 
of cities 
reporting. 


Pay-as-you-go 

Serial bonds 


5 
21 
11 
16 


Combined serial and long term 

Combined pay-as-you-go and serial 

Combined pay-as-you-go and long-term 


I 


Sinking fund established . . 


I 


All three plans combined 


:5 



It will thus be seen that serial bonds are favored with long-term bonds 
second and with the ])ay-as-you-go policy brings up the rear. Sixteen cities 
report the (>stablishment of a sinking fund while several favor a combination 
of the plans proposed. It is apparently in order here to discuss the merits of 
the plans. 

1. The Pay-as-you-go Plan. The plan of paying cash for school buildings 
is not readily accepted by communities, since the opinion prevails that in the 
case of permanent improvements the life of which will extend over a period 
of years, not only the generation that builds but also the generations that 
utiUze such structures should be required to pay their fair share of the initial 
cost. Furtheraiore, the growth of modern high schools, the ever widening, 
demands of the new curriculum, together with rising building costs and the 
tendency to build for the future have combined to make it utterly impossible 
for most communities to pay cash. Inasmuch as a modern fireproof school 
building will last from fifty to one hundred years (four Lawrence buildings of 
brick and mill construction have lasted 50 years), it is manifestly fair to 
distribute the payment over the future. 



School Survey of Lawrence. 97 

2. Long Term Bonds to be Refunded. Much of the discussion under one 
appHes here as well. The point requiring special emphasis is that the bonds 
must never extend beyond the life of the building for whose construction they 
were issued. 

3. Long Term Bonds to be Retired by a Sinking Fund. Englehardt in his 
"School Building Program for Cities" has the following to say: "The two 
types of sinking funds found in American cities are those with and those 
without investments. Judging from studies that have been made of the 
administration of sinking funds, it appears that neither type of fund is satis- 
factory in providing payment for bonds. The prevailing criticisms agamst 
the sinking fund plan are (1) the misuse of sinking fund moneys on the part 
of public officials, (2) the unscientific basis employed in the calculation of 
sinking fund requirements, (3) the difficulty of instructing the public in the 
complex nature of sinking fund plans, (4) the failure to provide for proper 
investment of funds, (5) the inability of a democracy to constantly provide 
the financial leadership necessary for the proper maintenance of the fund, 
(6) the failure to establish a proper fund and to make adequate annual con- 
tributions thereto so that there would be a sufficient amount in the fund to 
meet the debt at maturity, (7) the failure of proper audits by others than 
the governing parties, (8) the success of the serial payment plan of bonding 
and its ease of comprehension by the public, (9) the lack of appreciation on 
the part of governing bodies of the importance of sinking fund obligations— 
the primal security of the bond holder." 

4. The Serial Bond Plan. The serial bond plan overcomes most of the 
objections already enumerated. The short term serial bond plan is being 
more generally accepted as the best plan for financing school buildings which 
cannot be paid for by immediate taxation. Lawrence is to be commended on 
the fact that it has followed no other plan in recent years, if at all, with the 
result that it has but $111,000 outstanding and the bonds are being retired 
as rapidly as they come due. 

The annual payments and total cost of an issue of thirty year $100 bonds 
bearing interest, under the sinking fund and serial plans of payment may be 
shown in such a table as that of Englehardt in the text mentioned above. 
The comparisons are analyzed as follows : 

"Difference in total cash outlay on 3% per cent sinking fund basis is $23,- 
363.90 equal to $8,323.45 compounded at SVo per cent, i.e., term bonds should 
sell at $1.08323. to make the outlay cost on equal terms with serial bonds at 

par. 

"Difference in total cash outlay on 4 per cent sinking fund basis is $17,- 
740.30 equal to $5,777M compounded at 4 per cent, i.e., term bonds should 
sell at $1.05777 to make the outlay cost on equal terms with serial bonds at 
par." (New Jersey Committee for Surv&y of Municipal Financing, 1915.) 

The serial bond embodies all the principles of sound financing, simplifies 
the administration of public affairs, and will serve as a most efficient means 
of doing away with the refunding bond. 

The conclusion, then, is that jrom the standpoint of good finance and from 
the standpoint of ultimate cost the serial bond plan is the wisest plan. Fur- 
thermore by reducing the debt gradually year by year it makes it possible for 

7— K. V. Ext. Bill.— 4-21-2 



98 



Vniversity of Kanscu- 



the community to issue additional bonds jor improvement purposes because 
in the later years oj a serial issue the payments are smaller. 

After a careful study of the situation the survey committee recommends 
the issuing of serial bonds to finance the immediate and future building pro- 
gram. Table 53 shows the assessed valuation of school district No. 60. of 
which the city of Lawrence is the largest part, for the past five years. 



TABLE 53.- 


—Assessed Valuation 


OF School District No. 60 for the 


Past Five Years. 


Ybar. 


Valuation. 


Increase over 

preceding 

year. 


Per cent. 


1916 






$13,692,035 
13,721,710 
14,182,445 
14,569,027 
15,912,352 






1917.. 

1918... 

1919.. 

1920 


*29,675 

460,735 

386,582 

1,343,325 


.21 
3.4 

2.72 
9.76 
















4.02 









Under the Kansas Statutes the district by a majority vote of the qualified 
electors voting at a general or special election may bond itself not to exceed 
3% per cent of its assessed valuation, or by petitions, an election and favor- 
able action by the school-fund commissioners a district may bond itself up 
to 7V2 per cent of its assessed valuation. (Laws 1919, ch. 275, sec. 1.) 
Lawrence already has $111,000 of serial bonds outstanding. Under the 3% per 
cent limit law it may not issue more than a total of $596,713.20 in bonds on 
its present assessed valuation, including the $111,000. 

The first problem to be met is that of the construction of a new high- 
school plant together with sufficient remodeling of Junior, Senior and Manual 
buildings to make them as adequate as they maj' be made for a modern 
junior high school consisting of the seventh, eighth and ninth grades. How 
large a bond issue this will require in addition to the $230,000 already author- 
ized by a vote of the electors but not issued, the sui-vey committee does not 
venture to predict, but the amount will be a very large part of the $485.- 
713:20 the district may yet issue. It .should then begin to retire the first year 
as many of these bonds as possible. 

The practice in 50 per cent of the cities is to levy from $1.20 per thousand 
to $2.73 per thousand. Assuming that Lawrence bonds itself up to the limit, 
i.e., $600,000, approximately, and has to pay 5 per cent interest, or $30,000 per 
year, then on the basis of a levy of 2V2 mills or $2.50 per thousand the in- 
terest would be paid and $10,000 of the total indebtedness retired the first 
year. Within five years the total amount retired would be $47,500 assuming 
no change in the assessed valuation of the community. But the average 
annual increase in assessed valuation over a five-year period has been 4.02 per 
cent. 

From this fact it is evident that within five years ajter the district issues 
bonds lip to its legal limit it would be able to issue $129^)78 more without 
any modification oj the existing statutes. This added to the $47,500 already 
retired would make a total of $177,478, or more than enough to finance the 
building provided in the recommendation for the first five-year period. A 
similar process of reasoning leads to the conclusion that by the close 0/ the 
second five-year period the second project could be handled satisfactorily. 



School Survey of Lawrence. 99 

By the close of a twenty-year period the district would have its high school 
and elementary school plants complete, its elementary school plant entires- 
paid for, its high-school plant partially paid for, and financially it would be m 
a position to rebuild its junior high-school plant which by that time would 
undoubtedly be beyond the point where repairs would pay, for the old high 
school, built in 1890, would then be 50 years old, the exact age of four of our 
present buildings. The others would be 40 and 33, respectively. 

This is based on the assumption that building costs will remain high, but 
this assumption is probably more apt to be false than true. If so then the 
financial condition of the district in 1940 would be correspondingly better. 
It is also based on the assumption that Lawrence would not levy more per 
year for buildings than do the middle fifty per cent of the cities studied in 
table 47. If, however, Lawrence wishes to handle its school situation more 
rapidly than the committee has suggested it would be able to do so and not 
tax itself for the payment of interest and the retiring of bonds more than 
many cities represented in this study. 

In any event, the siirvey has pointed out a building policy that is jar 
sighted, that is sound, that will be relatively economical jrom the standpoint 
of overhead while at the same time it has shown hoiv the district can finance 
such a program unthout assuming a heavier burden during any oj the period 
covered by these operations than a large number of American cities have 
already assumed. Meanwhile its financial position at the close oj the period 
would be sound and none oj the bonds would outlast the lije oj the buildings. 
Appendix A. The various population centers where computed using the 
center of gravity formula familiar in physics. They were comi)uted in several 
different ways and all factoi-s were carefully considered by the survey com- 
mittee. The centers finally published were computed in such a way that the 
portion across the river was discounted almost entirely owing, first, to the 
great geographical barrier and, second, to the relatively low high-school en- 
rollment and high-school expectancy in that section. Finally, the population 
in that part of the city has for some time been decreasing rather than in- 
creasing. 

Appendix B. The following table is an attempt to forecast possibilities in 
Lawrence to care for additional school buildings and increased school ex- 
penditures as explained in the survey proper. The valuation has for a number 
of years increased at a rate of more than four per cent a year. The table was 
worked out on that basis. It is recognized that this is but a theoretical 
proposition and might not serve as a final guide in connection with futuro 
building operations. This much is certain, however, that there will be in- 
creases and these increases, whether large or small, will enable the district, over 
a period of fifteen or twenty years, to carry out a building iirogram with 
greater ease. 

The table should be read as follows : Assuming that the increase in valua- 
tion, that has obtained for some time, will continue, the year 1921 should see 
a valuation of $16,718,000. A levy of 21/2 mills will produce an income of 
$41,795, and the interest charges on outstanding and proposed bond issues 
are' estimated at $29,500. A payment of $12,000 on the principal will then 
leave a balance of $475 in the interest and sinking fund and the outstanding 
bonds will amount to $587,000 at the end of that year. 



100 



University of Kansas. 



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